GIFT   OF 


Physical  Training 
for  the  City  Schools 


Of 

Michigan 


PREPARED  BY 


Executive  Committee,  Physical  Training  Section, 
State  Teachers'  Association 


Published  by  the  State 

Bulletin  No.  2  Superintendent  of  Public 

1914  Instruction 


Physical  Training 
For  The  City  Schools 


Michigan 


Executive  Committee 

Physical  Training  Section 

State  Teachers'  Association 

W.  P.  Bowen,  Ypsilanti 
C.  F.  Tambling,  Mt.  PJeasant 
Ethel  Perrin,  Detroit 
Ethel  Rockwell,  Kalamazoo 
Fannie  C.  Burton,  Ypsilanti 
W.  W.  Hastings,  Battle  Creek 


,'  * 


\ 


INTRODUCTION 

I.     THE  EDUCATIVE  VALUE  OF  PHYSICAL  TRAINING: 

OPINIONS  OF  PROMINENT  PSYCHOLOGISTS 

G.  Stanley  Hall,  Ph.  D.,  L.  L.  D. 

Pres.  of  Clark  University  and  Professor  of  Psychology  and  Peda- 
gogy 

"The  cortical  centers  for  the  voluntary  muscles  extend  over  most  of 
the  lateral  psychic  zones  of  the  brain,  so  that  their  culture  is  brain 
building.  Muscles  are  in  a  most  intimate  and  peculiar  sense  the  organs 
of  the  will.  They  have  built  all  the  roads,  cities  and  machines  in  the 
world,  written  all  the  books,  spoken  all  the  words,  and,  in  fact,  done 
everything  that  man  has  accomplished  with  matter.  If  they  are  un- 
developed or  grow  relaxed  and  flabby,  the  dreadful  chasm  between  good 
intentions  and  their  execution  is  liable  to  appear  and  widen.  Char- 
acter might  be  in  a  sense  defined  as  a  plexus  of  motor  habits.  ****** 

"Modern  psychology  thus  sees  in  muscles  organs  of  expression  for  all 
efferent  processes.  Beyond  all  their  demonstrable  functions,  every 
change  of  attention  and  of  psychic  states  generally  plays  upon  them  un- 
consciously, modifying  their  tension  in  subtle  ways  so  that  they  may 
be  called  organs  of  thought  and  feeling  as  well  as  of  will.  Habits  even 
determine  the  deeper  strata  of  belief,  thought  is  repressed  action,  and 
deeds,  not  words,  are  the  language  of  complete  men.  THE  MOTOR  AREAS 

ARE  CLOSELY  RELATED  AND  LARGELY'  IDENTICAL  WITH  THE  PSYCHIC,  AND 
MUSCLE  CULTURE  DEVELOPS  BRAIN-CENTERS  AS  NOTHING  ELSE  YET  DEMON- 

STRABLY  DOES.  Muscles  are  the  vehicles  of  habituation,  imitation,  obedi- 
ence, character,  and  even  of  manners  and  customs.  For  the  young, 
motor  education  is  cardinal,  and  is  now  coming  to  due  recognition,  and 
for  all,  education  is  incomplete  without  a  motor  side.  Skill,  endurance 
and  perseverance  may  almost  be  called  muscular  virtues;  and  fatigue, 
velleity,  caprice,  ennui,  restlessness,  lack  of  control  and  poise,  muscular 
faults."  ********** 

"Body  culture  is  ultimately  only  for  the  sake  of  the  mind  and  soul, 
for  body  is  only  its  other  ego.  Not  only  is  all  muscle  culture  at  the 
same  time  brain-building,  but  a  book-worm-withr-soft  hands,  tender  feet 
and  tough  rump  from  much  sitting,  or  an  anemic  girl  prodigy,  "in  the 
morning  hectic,  in  the  evening  electric,"  is  a  monster.  Play  at  its  best 
is  only  a  school  of  ethics.  It  gives  not  only  strength  but  courage  and 
confidence,  tends  to  simplify  life  and  habits,  gives  energy,  decision 
and  promptness  to  the  will,  brings  consolation  and  peace  of  mind  in 
evil  days,  is  a  resource  in  trouble  and  brings  out  individuality. 

"Good  moral  and  physical  development  are  more  than  analogous,  and 

" 


•••  •  "  ::.:-....'  4 

where  intelligence  is  separated  from  action  the  former  becomes  mystic, 
abstract  and  desiccated,  and  the  latter  formal  routine. 

"I  regard  play  as  the  motor  habits  and  spirit  of  the  past  of  the  race, 
persisting  in  the  present.  It  develops  the  motor  capacities,  impulses 
and  fundamental  forms  of  our  past  heritage,  and  their  transformation 
into  later  acquired  adult  forms  is  progressively  later.  In  play  every 
mood  and  movement  is  instinct  with  heredity.  Thus  we  rehearse  the 
activities  of  our  ancestors,  back  we  know  not  how  far,  and  repeat  their 
life  work  in  summative  and  adumbrated  ways.  This  is  why  the  heart 
of  youth  goes  out  into  play  as  into  nothing  else,  as  if  in  it  man  remem- 
bered a  lost  paradise.  This  is  why  play  has  as  much  soul  as  body,  and 
also  why  it  so  makes  for  unity  of  body  and  soul  that  the  proverb  "man 
is  whole  only  when  he  plays"  suggests  that  the  purest  plays  are  those 
that  enlist  both  alike.  To  address  the  body  predominantly  strengthens 
unduly  the  sarcous  elements,  and  to  overemphasize  the  soul  causes 
weakness  and  automatisms.  Thus  understood,  play  is  the  ideal  type 
of  exercise  for  the  young,  most  favorable  for  growth,  and  most  self- 
regulating  in  both  kind  and  amount.  For  its  forms  the  pulse  of  adoles- 
cent enthusiasm  beats  highest.  It  is  unconstrained  and  free  to  follow 
any  outer  or  inner  impulse.  The  zest  of  it  vents  and  satisfies  the  strong 
passion  of  youth  for  intense  erethic  and  perhaps  orgiastic  states,  gives 
an  exaltation  of  self-feeling  so  craved  that  with  no  vicarious  outlet  it 
often  impels  to  drink,  and  best  of  all  realizes  the  watch-word  of  the 
Turners,  frisch,  frei,  frohlich,  from. 

"Man  is  largely  a  creature  of  habit,  and  many  of  his  activities  are 
more  or  less  automatic  reflexes  from  the  stimuli  of  his  environment. 
Every  new  power  of  controlling  these  by  the  will  frees  man  from 
slavery  and  widens  the  field  of  freedom.  To  acquire  the  power  of  doing 
all  with  consciousness  and  volition  mentalizes  the  body,  gives  control 
over  to  higher  brain  levels,  and  develops  them  by  rescuing  activities 
from  the  dominance  of  lower  centers.  This  end  is  favored  by  the 
Swedish  exercises,  which  require  great  alertness  of  attention  to  trans- 
late instantly  a  verbal  order  into  an  act  and  also,  although  in  somewhat 
less  degree,  by  quick  imitation  of  a  leader." 

From  "Adolescence",  VoL  I,  Chap.  3. 


E.  A.  Kirkpatrick,  B.  8.,  M.  Ph. 

Author    of    "Inductive    Psychology,"    "Fundamentals    of    Child 
Study" 

"How  shall  these  helpless  and  ignorant  young  ones  become  strong 
and  wise?  Partly  through  physical  development  as  determined  by  inner 
laws  governing  the  growth  of  the  species,  and  partly  through  occasional 
touches  of  necessity  in  spite  of  the  screen  of  parental  care,  but  chiefly 
through  Nature's  jolly  old  nurse,  Play,  who  charms  children  into  using 
every  power  as  it  develops,  and  into  finding  out  everything  possible 
about  their  environment  from  the  heavens  above  to  the  earth  beneath. 

Practically  all  education  among  animals  and  savages  is  carried  on  by 
"Mother  Necessity"  and  "Nurse  Play,"  but  among  civilized  people  there 
is  a  third  teacher  which  we  may  designate  as  "Stepmother  Authority." 
All  civilized  people  select  certain  truths  and  activities  that  they  regard 


6 

as  valuable,  and  induce  the  children,  by  various  more  or  less  artificial 
means,  to  learn  and  thus  prepare  for  the  life  they  are  to  live  as  adults. 
Such  education,  if  consistent  and  wise,  may  by  very  valuable,  but  it  is 
artificial.  It  often  does  not  make  use  of  natural  impulses,  and  is  there- 
fore a  source  of  a  large  amount  of  waste  oh  the  part  of  teachers  and 
pupils.  If  the  natural  educators,  necessity  and  play,  were  properly 
utilized,  it  would  be  like  travelling  with  the  wind  and  tide,  instead  of 
by  wearisome  rowing  in  dead  culms  or  against  adverse  winds." 

John  Dewey, 

Head  Professor  of  Philosophy  in  Columbia  University,  New  York 
Recently  Professor  and  Head  of  the  Departments  of  Philosophy 
and  Education  in  the  University  of  Chicago 

"Play  is  not  to  be  identified  with  anything  which  the  child  externally 
does.  It  rather  designates  his  mental  attitude  in  its  entirety  and  in  its 
unity.  It  is  the  free  play,  the  interplay,*  of  all  the  child's  powers, 
thoughts  and  physical  movements,  in  embodying,  in  a  satisfying  form, 
his  own  images  and  interests.  *  *  *  '*  *  *  It  means  that  the  supreme 
end  of  the  child  is  fulness  of  growth,  fulness  of  realization  of  his 
budding  powers,  a  realization  which  continually  carries  him  on  from 
one  plane  to  another." 

"The  peculiar  problem  of  the  early  grades  is,  of  course,  to  get  hold 
of  the  child's  natural  impulses  and  instincts,  and  to  utilize  them  so 
that  the  child  is  carried  on  to  a  higher  plane  of  perception  and  judg- 
ment, and  equipped  with  more  efficient  habits:  so  that  he  has  an  en- 
larged and  deepened  consciousness,  and  increased  control  of  powers  of 
action.  Wherever  this  result  is  not  reached,  play  results  in  mere  amuse- 
ment and  not  in  educative  growth." 

"The  teacher  must  be  absolutely  free  to  get  suggestions  from  any  and 
from  every  source,  asking  herself  but  these  two  questions:  Will  the 
proposed  mode  of  play  appeal  to  the  child  as  his  own?  Is  it  something 
of  which  he  has  the  instinctive  roots  in  himself  and  which  will  mature 
the  capacities  that  are  struggling  for  manifestation  in  him?'' 

From  "The  School  and  the  Child." 


Edward  L.  Thorndike,  Ph.  D., 

Professor  of  Educational  Psychology  in  Teachers  College,  Colum- 
bia University 

"Telling  a  fact  to  a  child  may  not  cure  his  ignorance  of  it  any  more 
than  patting  him  will  cure  his  scarlet  fever.  « 

"The  physiological  basis  of  education  is  the  modifiability  of  the  syn- 
apses between  neurones.  Each  man  has  in  his  nervous  system  a  multi- 
tude of  chains  linking  the  events  in  the  outside  world  to  the  acts  which 
he  performs.  WTe  can  think  of  this  mechanism  as  a  three  fold  system 
of  receptors,  (the  sense  organs  and  sensory  neurones),  effectors,  (appa- 
ratus for  making  movements;  the  motor  neurones,  and  muscle  fibres), 
and  connectors  (the  associative  neurones).  Education  makes  changes 
in  a  child's  intellect  and  character  by  making  changes  in  this  mechan- 
ism." From  "Education." 


M.  V.  O'Shea, 

Professor  of  the   Science  and   Art  of   Education,   University  of 
Wisconsin 

"There  is  a  growing  conviction  among  teachers,  and  to  a  certain  ex- 
tent among  parents  and  citizens,  that  much  purposeful  muscular  action 
is  essential  to  the  proper  development  of  the  young.  The  ancient  ideal 
of  a  static  education,  which  put  the  learner  of  life's  ways  in  a  seat  and 
kept  him  there  during  his  growing  years,  with  folded  arms  and  poring 
over  his  book — this  ideal  seems  to  be  passing  in  most  progressive  com- 
munities among  us.  It  is  true,  of  course,  that  the  old  order  is  still 
maintained  in  some  or  all  of  its  features  in  many  of  the  schools  of  the 
present;  and  one  must  acknowledge,  also,  that  there  are  still  left  some 
eminent  defendants  of  the  static  regime  who  see  little  if  any  value  in 
motor  activities  in  the  schoolroom.  But  while  there  are  these  conser- 
vatives in  the  educational  camp,  nevertheless  students  of  human  nature, 
such  as  James,  Hall,  Dewey,  Mosso,  Wundt,  Baldwin  and  others,  are 
preaching  a  new  gospel.  They  are  saying  that  the  child's  thought  is 
never  dissociated  from  his  muscles;  that  every  idea  has  a  motor  aspect; 
that  mind  is  in  one  sense  a  middle  term  between  the  senses  and  the 
muscles;  that  it  functions  for  the  purpose  of  guiding  conduct;  that  an 
idea  is  not  complete  until  it  is  realized  in  action.  Then  the  child  must 
learn  the  world  by  dealing  with  it  in  a  motor  way.  A  seat  fastened  to 
the  floor  is  ill-suited  to  his  nature  and  needs.  When  he  is  kept  in  it  a 
large  part  of  his  time  his  mind  grows  but  slowly  and  imperfectly,  and 
he  suffers  injury  in  his  whole  being. 

"In  the  development  of  the  individual  the  natural  order  is  from  motor 
to  mental  supremacy,  and  we  should  expect  that  education  would  best 
follow  this  order.  The  younger  the  child  the  greater  the  need  of  giving 
him  an  opportunity  to  freely  use  his  hands  and  feet  and  voice  in  educa- 
tive ways.  We  are  led  to  this  view  from  whatever  standpoint  we  regard 
the  matter.  Donaldson,  speaking  for  the  neurologists,  maintains  that 
the  development  of  the  higher  regions  of  the  brain  requires  that  the 
motor  areas  should  be  first  exercised  in  an  educational  manner,  since 
they  are  the  first  to  function.  If  they  are  permitted  to  lie  fallow,  the 
higher  areas  which  are  in  some  measure  dependent  upon  them  can  never 
be  completely  developed.  It  is  pointed  out  that  imbecility  is  manifested 
first  in  arrest  of  motor  development.  The  idiot  has  relatively  imperfect 
control  of  his  muscles.  He  does  not  react  vigorously  upon  the  world 
about  him,  and  he  rarely  develops  the  ability  to  perform  intricate  or 
sustained  motor  tasks.  In  training  the  feeble-minded  Seguin  always 
began  with  the  muscles;  and  he  found  that  as  the  defective  individual 
gained  in  motor  power  he  gained  also  in  mental  acumen.  But  Seguin 
never  had  much  success  in  training  an  imbecile  when  he  proceeded 
according  to  the  static  plan. 

"Viewed  now  from  the  psychological  standpoint  it  appears  that  mus- 
cular experiences  are  essential  to  the  gaining  of  clear,  definite,  effective 
ideas  of  the  world.  Action,  as  Judd  says,  is  a  condition  of  mental 
growth.  To  know  a  thing  means  in  part  that  one  understands  what 
can  be  done  with  it  in  a  muscular  way.  *  *  *  *  *  Muscular  knowl- 
edge was  fundamental  in  the  race,  and  it  is  the  basis  of  all  true  learn- 


8 

ing  in  the  individual.  Eye  and  ear-knowledge  has  been  grafted  upon 
this  fundamental  thing  in  the  evolution  of  the  race,  and  it  must  be 
grafted  upon  it  in  the  development  of  the  child." 

Dynamic  Factors  in  Education." 


II.     THE  HYGIENIC  AND  RECREATIVE  VALUES  OP  PHYSICAL  TRAINING 

The  Child  Machine 

Psychology  and  biology  have  demonstrated  the  fact  that  a  child  is  a 
machine.  A  pound  of  butter  burned  in  a  stove  will  liberate  so  many 
calories  of  heat.  Burn  the  same  pound  of  butter  in  a  child  and  exactly 
the  same  number  of  calories  of  heat  energy  will  be  liberated.  In  the 
stove,  the  steam  engine,  the  automobile,  and  the  boy,  the  oxygen  of  the 
air  unites  with  the  carbon  of  the  fuel  to  form  carbon  dioxide  gas  which 
goes  off  up  the  chimney — the  nose  of  the  boy. 

A  stove  is  a  machine  for  liberating  heat  from  fuel.  If  a  boiler  be 
added  to  the  stove  and  some  of  the  steam  be  made  to  shove  a  piston 
within  a  cylinder,  a  portion  of  the  heat  energy  may  be  transformed  into 
mechanical  energy.  In  the  quadruple  expansion  engine  about  17% 
of  the  heat  may  be  so  utilized.  A  boy  also  is  a  machine  for  liberating 
heat  from  fuel.  In  him  a  portion,  something  over  17%,  of  the  heat  liber- 
ated from  the  food  by  oxidation,  may  be  utilized  in  causing  muscle  cells 
to  thicken  and  shorten  and  thus  pull  certain  levers  of  the  body  so  that 
movement  results.  Mechanical  energy  has  the  same  origin  and  is  of 
the  same  kind  in  boy  and  steam  engine. 

The  steam  engine  may  transform  a  certain  amount  of  the  heat  into 
electrical  energy.  In  the  human  machine  a  portion  of  the  total  heat 
energy  may  be  transformed  into  nerve  energy.  Thought  and  control  of 
movements  is  thus  possible.  Not  one  particle  of  energy  is  generated 
in  the  human  or  in  any  other  machine.  Every  bit  of  it  goes  in  through 
the  door  or  mouth  in  the  fuel  and  is  liberated  by  oxidation. 

Scientific  Management  of  the  Machine 

Medical  science  today  is  exalting  preventive  medicine,  which  is  noth- 
ing more  nor  less  than  hygiene.  The  three  great  principles  of  preventive 
medicine  for  children  are: 

FIRST.  Feed  the  child  the  proper  food  at  the  proper  time  and  secure 
the  best  possible  digestion  and  assimilation. 

The  campaign  for  breast  feeding  of  babies,  for  pure  food,  for  school 
feeding  of  underfed  children,  are  based  upon  this .  principle.  Now 
vigorous  physical  exercise  is  absolutely  essential  to  normal  assimilation 
by  tjie  body  cells.  Motion  is  the  law  of  growth.  An  ankle  encased  in  a 
plaster  of  paris  cast  dwindles  rapidly  in  size  because  motion  is  stopped. 
A  child  confined  to  a  desk  and  held  quiet  by  rigid  discipline  for  long 
periods,  is  robbed  of  his  natural  heritage,  growth.  The  short  physical 
education  periods  breaking  up  the  long  sitting  periods  are  hygienic  in 
that  they  supply  the  opportunity  for  motion  and  satisfy  the  craving  for 
it  which  is  instructive  in  children.  Chorea  and  automatisms  may  be 
the  price  of  adult  refusal  to  allow  satisfaction  of  the  children's  instinct 


for  motion,  an  instinct  which  may  have  been  outgrown  and  forgotten 
by  the  teacher. 

SECOND.  Give  children  all  the  oxygen  they  can  take  in  all  the  time, 
day  and  night.  Today  we  have  open  air  schools  and  sleeping  porches 
for  children.  But  when  children  are  vigorously  playing  games  they  are 
using  about  seven  times  as  much  oxygen  as  when  sleeping.  Play- 
grounds are  far  more  potent  suppliers  of  oxygen  to  tissues  than  are 
open  air  schools  or  porches.  This  large  supply  of  oxygen,  bathing  all 
the  surface  of  the  lung  directly,  is  also  a  powerful  germicide.  The  use 
of  all  the  lung  tissues  also  keeps  it  in  the  normal  condition  intended 
by  nature.  Dr.  Knopf,  the  great  tuberculosis  expert  of  New  York,  says : 
"I  never  knew  of  a  case  of  tuberculosis  in  a  pair  of  lungs  that  had  been 
thoroughly  ventilated  once  a  day." 

Since  the  report  of  the  Michigan  State  Board  of  Health  shows  that 
for  a  period  of  years  52.4  per  cent  of  the  deaths  of  Michigan  teachers 
between  the  ages  of  twenty-five  and  thirty-four  are  from  tuberculosis, 
it  is  evident  that  teachers  as  well  as  school  children  need  vigorous  phys- 
ical exercise  once  a  day  and  that  every  attention  should  also  be  paid 
to  ventilation  of  the  schoolroom.  Superintendent  of  Public  Instruction 
Wright  (1913)  says:  "The  efficiency  of  the  schoolroom  is  more  than 
doubled  by  good  ventilation."  When  it  is  necessary  to  give  the  physical 
exercises  within  the  schoolroom  the  teacher  should  never  fail  to  open 
the  windows  as  directed  in  the  outline. 

THIRD.  See  that  the  elimination  of  waste  is  as  perfect  as  it  can  *be 
made.  If  one  feeds  the  stove  all  the  fuel  it  will  take  and  all  the  oxygen 
it  can  use,  will  the  fire  keep  on  burning  indefinitely?  One  thing  more 
is  needed.  The  ashes  must  be  raked  out  or  else  the  fire  will  die  down 
and  eventually  go  out.  The  same  is  true  in  the  case  of  the  human  ma- 
chine. You  must  rake  out  the  ashes — eliminate  the  waste.  One  way  in 
which  waste  is  removed  from  the  body  is  through  the  skin.  In  many 
of  the  great  cities  schools  are  installing  baths  for  children ;  not  to  make 
the  children  look  prettier  nor  smell  better;  but  to  make  the  machines 
more  efficient,  so  that  they  can  study  better  and  grow  better;  so  that 
the  fires  will  burn  brighter.  Nature's  great  way  of  carrying  away  the 
ashes  from  fuel  burned  in  tissues  in  all  parts  of  the  body,  is  by  physical 
exercise.  Physical  training,  with  its  gross  movements  of  the  body, 
makes  the  heart  beat  faster  and  pumps  the  blood  by  pressure  upon  the 
veins  in  such  a  way  as  to  flush  away  the  ashes  and  various  toxins  left 
by  oxidation.  With  the  debris  removed  from  muscles,  brain,  glands,  by 
the  brief  exercise  and  with  improved  circulation  once  again  hurrying 
nutriment  to  all  parts,  it  is  possible  for  the  pupil  to  return  to  the 
school  routine  with  renewed  mental  vigor.  The  teacher  must  also  re- 
member that  education  is  preparation  for  life  and  that  growth  and 
health  of  body,  including  the  brain  and  nervous  system,  is  a  very  im- 
portant factor  in  life. 

Sex  Hygiene 

Ex-President  Eliot  of  Harvard,  president  of  the  American  Federation 
for  Sex  Hygiene,  asserts  that  physical  education,  including  even  danc- 
ing, is  desirable  because  it  affords  a  natural  but  non-vicious  outlet  to 
sexual  energy. 


10 

The  Physical  Examination  • 

A  thorough  physical  examination  of  a  medical  rather  than  an  an- 
thropometrical  nature,  will  not  only  discover  pupils  who  should  be  ex- 
cused from  certain  exercises  and  point  out  others  who  may  take  special 
exercises  in  private;  but  will  reveal  physical  defects  which  should  be  re- 
ferred at  once  to  a  physician.  Physical  education  will  fall  short  of  its 
hygienic  possibilities  if  it  fails  to  include  such  a  physical  examination. 

Health  Instruction 

The  physical  education  period  also  affords  a  most  opportune  time  for 
helping  pupils  acquire  hygienic  habits.  The  topics,  air,  bathing,  cloth- 
ing, sleep,  exercise,  diet,  may  well  be  covered  by  the  teacher  informally 
and  incidentally  while  the  pupils  are  engaged  in  the  active  performance 
of  the  exercises.  For  example:  Informal  rapid  fire  talks  may  explain 
the  open  windows  of  the  physical  training  period,  the  connection  be- 
tween dress  and  ease  and  grace  of  movement,  and  add  interest  to  the 
exercises  themselves. 

Re-creation 

There  is  still  another  aspect  of  informal  physical  training  if  we  be- 
lieve Dr.  Kichard  C.  Cabot  of  Boston  in  his  little  classic  "The  Soul  of 
Play."1  "Every  human  being  needs  the  blessing  of  God  through  three, 
and  only  three,  great  channels :  responsibility,  recreation,  and  affection ; 
work,  play  and  love.  *  '  We  insist  that  recreation  is  precious  be- 

cause it  can  be  pronounced  re-creation!  Out  of  it  we  are  born  again,  and 
better  born.  We  start  our  work  with  deeper-seeing  eyes,  we  are  less 
'stupid'  in  the  affections." 

"What  is  it  that  art,  music,  literature,  drama,  do  for  us?  Is  it  not 
just  this  same  re-creating  of  our  jaded,  humdrum  lives?  Art  carries  us 
off  into  a  far  country,  more  beautiful,  more  poignant,  more  tragic,  per- 
haps more  humorous  and  sparkling,  perhaps  nobler  and  more  heroic, 
than  is  shown  us  in  the  workshop  or  the  home.  We  emerge  as  from  a 
bath  of  intense  experience,  and  for  a  few  precious  minutes  we  look  upon 
the  world  as  if  our  eyes  had  never  seen  it  before,  never  been  dulled  and 
stupefied  by  repetition  and  in  attention,  never  lost  the  child's  divine 
power  of  surprise. 

"Art  and  play,  then,  fulfill  the  same  fund  ion,  provide  us  the  same 
refreshment.  Moreover  they  are  both  their  own  excuse  for  being.  Each 
is  done  for  its  own  sake,  not  for  some  ulterior  object.  In  work,  and, 
to  some  extent,  in  love,  we  are  building  for  the  future;  we  are  content 
to  save,  to  sacrifice  and  to  repress,  for  the  sake  of  a  'far-off  divine 
event.'  But  in  all  art,  including  the  variety  called  play,  we  anticipate 
heaven  and  attain  immediate  fruition ;  we  give  full  rein  to  what  is  caged 
and  leashed  in  us.  Subject  to  the  rules  of  the  game,  or  the  rules  of  the 
art,  we  let  our  energies  go  at  full  gallop.  We  utter  ourselves  like  a 
schoolhouse  turned  inside  out  for  recess.  We  all  know  the  sound!" 


'Atlantic  Monthly  Volume  106;  607-12. 


11 


12- 


III.     CORRECTIVE  GYMNASTICS 


Under  this  class  are  included  those  exercises  which  aim  to  cure,  at 
least  in  part,  such  defects  as  round  shoulders,  flat  chest,  drooping  head 
and  neck,  curved  spine  and  other  defects  of  carriage  and  form.  The 
aim  is  to  improve  function  of  the  organs  and  to  make  the  individual 
more  pleasing  to  the  eye  and  thus  to  remove  industrial  handicaps. 

While  any  general  vigorous  physical  exercise,  play  included,  is  cor- 
rective in  that  it  is  hygienic,  increasing  the  nutrition,  and  toning  up 
the  muscular  system  which  holds  the  various  bones  in  place,  neverthe- 
less it  is  deemed  best  to  give  some  direct  attention  to  the  particular 
parts  which  are  most  commonly  drawn  from  normal  position  by  sitting 
several  hours  a  day  at  desks  or  are  undeveloped  by  modern  environment. 
Correct  carriage  requires  expenditure  of  energy  and,  at  first,  voluntary 
effort.  A  strong  desire  for  it  must  be  established  in  each  pupil  and 
constant  effort  throughout  the  school  sessions  as  well  as  during  the 
physical  training  period  must  be  put  forth  until  the  habit  is  acquired. 
Teachers  must  supply  the  stimulus  to  the  constant  effort.  The  plan  for 
securing  good  posture  which  is  set  forth  in  this  outline  is  the  most 
effective  which  has  yet  been  tried  out.  The  attention  of  teachers  is  di- 
rected to  it. 


SUGGESTIONS  TO  TEACHERS 

TIME  TO  BE  GIVEN  TO  PHYSICAL  TRAINING.  Fifteen  minutes  daily  is 
the  minimum.  This  should  be  divided  into  at  least  two  periods — one  in 
the  morning  and  one  in  the  afternoon.  As  one  of  the  objects  of  this 
work  is  to  relieve  the  unnatural  habit  enforced  upon  children  of  sitting 
in  one  seat  during  most  of  the  school  hours,  the  relief  afforded  through 
Physical  Training  should  come  in  the  middle  of  the  longest  sitting 
periods.  In  the  first  four  grades  it  is  best  to  divide  the  time  into  three 
short  periods. 

In  the  first  two  grades  the  time  of  the  physical  education  periods  is 
given  up  entirely  to  "play,"  i.  e.,  story  plays,  rhythm  plays  and  games. 
Beginning  with  the  third  grade  the  period  should  be  about  equally 
divided  between  formal  gymnastics  and  play.  In  the  upper  grades,  as 
indicated  in  the  outline,  folk  dancing  is  introduced.  In  the  seventh  and 
eighth  grades  boys  and  girls  should  be  separated  during  the  physical 
education  period;  the  former  should  engage  in  athletics  and  the  latter 
in  folk  dancing  and  other  activities  outlined.  In  some  schools  it  may 
be  advantageous  to  make  this  separation  for  a  part  of  the  work  in  the 
sixth  and  even  in  the  fifth  grades. 

FRESH  AIR.  Whenever  it  is  possible  it  is  best  to  take  the  exercises 
and  the  games  out-of-doors,  but  at  a  separate  time  from  the  recess 
period.  If  taken  indoors  the  windows  should  always  be  opened.  Com- 
mon sense  must  be  the  guide  during  extreme  cold  and  high  winds.  If 
it  is  too  cold  or  windy  for  the  children  standing  near  the  windows, 
open  them  at  the  top  or  on  the  non-windy  side.  The  temperature  must 
be  lowered  and  outside  air  brought  in  during  the  Physical  Training 
periods.  In  addition  to  the  air  flushing  of  the  regular  Physical  Train- 
ing periods,  every  room  should  be  aired  out  by  opening  all  windows 
wide  for  two  or  three  minutes  several  times  per  day.  When  this  is  done 
during  school  sessions,  all  the  children  should  be  engaged  in  playing 
an  active  game  or  in  marching,  or  they  should  take  a  brief  run  out-of- 
doors;  or  they  may  face  the  open  windows  and  take  deep  breathing 
exercises.  See  Scientific  Management  of  the  Machine,  Introduction. 

FORMAL    GYMNASTICS 

The  work  which  is  done  to  command  is  formal  and  its  object  is  three- 
fold: 

1.  The  educational  effect  of  quick  response  to  command. 

2.  The  corrective  value  of  training  in  neuro-muscular  control  and 
good  postural  habits,  through  insistance  upon  right  form  of  work. 

3.  The  hygienic  value  of  rapid  successive  contractions  of  the  large 
groups  of  muscles,  and  of  deep  breathing  assisting  the  functional  power 
of  the  vital  organs. 


14 


15 

All  three  of  these  aims  should  be  brought  out  in  each  lesson  of  Formal 
Gymnastics.  To  accomplish  the  first  the  pupils  must  hear  and  com- 
prehend the  command  and  then  execute  the  movement.  Teachers  should 
make  a  distinct  difference  in  tone  of  voice  and  also  an  appreciable  pause 
between  the  explanatory  part  of  the  command  in  italics,  and  the  execu- 
tive part  in  heavy  type.  The  final  word  should  be  short  and  imperative 
and  the  response  to  it  instantaneous. 

Children  should  never  be  "drilled"  on  one  exercise  until  every  child 
in  the  room  can  do  it  perfectly.  If  each  one  puts  effort  and  "good 


Incorrect    step    forward.      The    tots    are    turned   out   and   a    strain   is   put   upon    the   muscles 
which   give  strength   to   the    arches   of  the   foot   and   the  ankle. 

spirit"  into  the  work  the  effect  upon  the  individual  will  be  for  the  best. 
If  some  children  can  bend  further  than  others  or  jump  higher,  let  them 
do  it;  the  individual  should  never  be  sacrificed  for  the  sake  of  the  ap- 
pearance of  uniformity.  Even  in  the  rhythmical  exercises  it  is  possible 
for  individuality  to  have  its  opportunity. 

To  accomplish  the  second  aim,  pupils  must  have  first  a  correct  con- 
ception of  the  exercise,  followed  by  firmness  and  strength  in  the  execu- 
tion. It  is  better  to  repeat  a  corrective  exercise  several  times  than  to 
hold  it  too  long.  It  is  a  help  if  the  pupils'  attention  is  called  to  the 
specific  value  of  each  corrective  exercise.  The  correct  position  of  the 
whole  body,  and  not  only  of  the  special  part  which  is  exercising,  must 
be  insisted  upon.  This  is  called  "good  form." 


16 

* 

The  third  aim  can  only  be  accomplished  by  a  number  of  repetitions 
of  an  exercise  sufficient  to  stimulate  the  circulatory  and  respiratory 
systems,  but  repetition  should  never  be  carried  to  the  point  of  fatigue. 
All  exercises  in  the  "precipitant"  group  and  those  calling  into  play  the 
large  groups  of  muscles,  are  included  in  the  lesson  because  of  their 
direct  hygienic  value. 

Counting.  Do  not  confuse  counts  given  as  a  command  with  rhythmi- 
cal counting  given  while  the  exercise  is  being  taken.  This  last  method 


Correct   step    forward, 
weight  of  the  body. 


The   proper   weight  bearing   surface    of   the   foot    is   receiving    the 


of  counting  should  be  given  up  as  soon  as  the  pupils  can  keep  their  own 
rhythm.  Have  children  count  silently. 

Important.  Wherever  there  is  a  word  in  heavy  type  it  is  a  command 
and  means  that  pupils  must  stand  still  and  listen  before  they  obey  it. 
Look  out  for  One-Two. 

Best  Standing  Position.  Heels  together,  toes  slightly  turned  out, 
weight  on  balls  of  feet,  arms  stretched  downward  with  palms  resting 
against  outer  side  of  thigh,  chest  broad,  chin  in,  and  pupil  standing  as 
tall  as  possible.  Care  must  be  taken  not  to  allow  a  hollow  back  or 
bantam  chest  through  over-exertion.  Every  formal  exercise  (executed 
by  command)  should  start  from  this  position.  The  command  Position 
may  be  used  for  the  return  to  fundamental  standing  position  at  any 


17 

time  when  an  exercise  leaves  the  pupils  out  of  it.  Two  can  often  be 
substituted. 

The  position  of  extreme  turning  out  of  the  toes  should  be  avoided 
when  standing,  and  in  marching  the  toes  should  point  straight  ahead. 
An  habitual  turning  out  of  the  toes  in  walking  weakens  the  foot  and  as 
the  weight  of  the  body  increases  it  is  important  to  keep  the  supports  in 
the  best  possible  condition. 

Best  Sitting  Position.  Sit  as  far  back  on  chair  as  possible,  with 
whole  spine  supported  by  back  of  chair,  one  hand  grasping  either  near 


Correct    position    of    the    lower   back. 

corner  of  desk,  feet  placed  firmly  on  floor,  or  support  beneath  chair,  the 
knee  forming  a  right  angle.  Head  and  chest  must  be  carried  high  and 
care  must  be  taken  not  to  raise  the  shoulders  or  push  them  too  far  for- 
ward or  backward.  Call  attention  to  position  of  head  and  chest  rather 
than  to  shoulders.  Do  not  say,  "Shoulders  back." 

Whenever  the  pupils  are  standing  so  closely  together  that  the  hands 
interfere  when  the  arms  are  out  straight  from  the  shoulder,  give  a  half 
facing  45°  to  either  K  or  L. 

Let  alternate  rows  face  back  of  room  for  marching  or  running. 

A  suggestion  for  all  running  and  springing  exercises  in  place.  If  the 
floor  shakes  when  the  whole  class  takes  these  exercises  at  once,  have  one 
row  take  them  at  a  time.  Give  a  definite  number  of  times  for  it  to  be 
done  and  start  the  first  row  with  a  Ready-^CtOj  then  have  the  next  row 


18 

get.  ready  and  start  themselves  on  Ihe  next  count  after  (lie  first  row  has 
slopped,  and  so  on  across  I  he  room. 

KIIYTII.M.  II  is  very  important  thai  Iliis  sense  should  be  trained. 
Counting  aloud  by  iejirlier  or  pupils,  or  having  music,  are  aids;  bui  I  he 
highest  form  is  shown  when  I  he  (earlier  gives  the  signal  lo  start  and 
will)  no  sound  bill  (he  light  steps  or  inoveiiieiils  done  in  perl'eel  unison, 
(he  pupils  eonliniie  unlil  they  receive  ;  .....  Iher  command. 

The  number  of  lime*  thai  an  exercise  is  fo  he  given  js  ,,,,(  ;ilways 
slaled  because  circuinsl  ances,  such  as  lime,  wealher,  condilion  of  pupils, 
iiovern  Ihis  poinl  and  it  niiisl  he  left.  lo  Die  discrelion  of  the  leacher. 

The  starling  jtosilion  and  I  lie  exercise  itself  must  not  he  confused. 
A  glance  al  (he  group  under  which  (he  exercise  stands  will  make  this 
clear.  II  is  (he  exercise  and  not  1  he  starting  position  which  is  lo  be 

repeated. 

I'LAN    oK   TIIK    C,\  ,M  NASTH  '    LKSSOXS 

The  lessons  are  so  arranged  that  all  parts  of  the  body  receive  a  cer 
lain  amount  of  exercise,  coiise<pienl  ly  the  whole  lesson  should  alwavs 
he  given,  and  in  the  order  indicated. 

The  dilferent   aims  of   the  lesson   are  al  tamed  as  follows: 

<>I;M  i;.  In  this  ^roiip  the  object  is  lo  train  the  pupils  in  <piick  re 
s|»onse.  The  exercises  are  easy  of  execution  and  do  not  require  much 
muscular  work.  l'»\  means  of  them  the  leacheir  should  ^el  the  undivided 
attention  and  wide  a\\ake  spirit  of  (he  class  for  (he  harder  work  of  Ihe 
rest  of  the  lesson,  together  with  best  possible  posture. 

lli:\i>.  These  exercises  are  for  st  ren^'l  henin^  the  muscles  which  hold 
Ihe  head  in  correct  position  and  for  expandiui;  Ihe  chest;  consequent  ly 
Ihey  should  be  accompanied  with  deep  brealhini;. 

LK<J.  Lai'tfe,  groups  of  muscles  are  used  in  I  hese  exercises,  with 
^realer  ellccl  upon  the  circulation  than  in  Ihe  precedin«;.  This  elfecl 
is  produced  only  by  many  rapidly  repealed  executions. 

AK.MS.  These  exercises  develop  Ihe  muscles  of  the  shoulder  girdle, 
lii-inuiiii;  the  shoubler  blades  into  proper  position  and  broadening  Ihe 
chest.  Correct  form  is  of  utmost  importance  in  Ihis  j^roiip. 

Ti:r\K.  A^ain  Ihe  larger  groups  of  muscles  are  used.  The  abdominal 
walls  are  strengthened.  This  is  of  Ihe  utmost  importance  in  lessening 
the  future  liability  In  Ihe  various  discomforts  and  illnesses  arising  from 
prolapsed  position  of  Ihe  viscera.  These  exercises  should  be  carried  lo 
Ihe  limit  of  movement,  (iood  posture  must  beheld  throughout.  L'epeli 
lion  is  necessary. 

PKI:<'II'ITA\T.  This  class  includes  any  rapid  exercise  which  raises  I  lie 
feet  from  Ihe  ground,  either  one  al  a  time  or  both  together.  II  is  for 
Ihe  purpose  of  stimulating  Ihe  circulation  and  respiration  and  must  be 
kepi  up  lonj»-  enough  lo  accomplish  Ihis. 

lluMATin\<;.  This  regulates  respiration  after  the  stimulation  of  tin- 
last  exercise  and  trains  to  Ihe  habit  of  deep  breathing.  It  should  be 
taken  when  the  children  are  facing  the  open  windows. 

INTRODUCTION    FOR     i:\KKY    FORMAL    LESSON 


Desks  clear.  I\c<idi/  for  ////mm/x//V  /r.vxo//.  Have  children  exchange 
seats  quickly.  This  should  be  done  informally,  with  no  confusion  and 
no  noise.  The  method  used  depends  largely  upon  the  arrangement  of 


I!) 


(he  room.  II  can  be  done  willi  «;realcsl  success  when  I  lie  pupils  use 
I  lie  liglil  schoolroom  run,  boys  going  one  way  and  "'iris  I  lie  oilier.  Tliev 
should  lake  besl  silling  |tosilion  in  Hie  physical  (mining  seals,  hul 
actively,  i.  e.,  no!  resting  against  back  of  seals. 

I  Joys  senleil  on  one  side  ol'  room,  according  l<»  height,  sliorlesi  ill 
I'roiii  ;  ;ind  girls,  in  ;i  similiir  milliner,  on  oilier  side.  Have  boys  remove 
co:ils  or  :il  le;isl  iiiibul  Ion  I  Item. 

/{f.s-/  silting  />o.v///o//.  ()ne  li;md  on  eillier  iienr  rorner  of  desk,  ri«;lil 
Cool  in  cenh-r  of  ;iisle.  Stand.  Itesl  shiiidin^  position  opposite  sr;il. 


'I'lii'      stick      test      :i|>|>lnil      lu     ,'l      .(,M,,  I          l.unliii   •      puslliiill. 

During  Hie  I  \\  o  I  lirce  miiinlc  :iir  Hushing  periods,  "'ive  jirlive  work 
lli;il  \\ill  include  evei-yone.  Kxercises  from  Hie  I'reeipi  I  ;m  I  <;ronp  ;ire 
^oo<l  for  iliis  ;in<l  il  is  well  lo  <ind  \\filh  :i  bre;illiin^  exei-cise,  li;i\in^ 
|.ii|)ils  l';ice  Hie  windows.  A  lively  «;-:ime  lli:il  includes  everyone  is  j;ood. 


A     ri{A<TH'Al,     MKTIIOI)     OK     I  M  I'KoV  I  \«;    T I  IK     ['OHTIIRK     OK 

SCHOOL  CIIII,I>IM;N 

The  chissilicjil  ion  of  school   children   inlo  groups  nccordin^   lo  |»oslnre 
\\  ;is  ori^iiuiled   by   M  iss  Jessie   II.   |{;iin-rofl   ;md    |>r;i<-liced  on    Hie    IJrook 
lyn    school    childn-n.      We   refer   lenchers   lo   (he  hook   "Posfure  of   Scluxd 
(1hildren"   by    Miss    r.Jincrofl    for  ;i    full   expl;m;i!  ion   of    Ihe  subject. 

The  following  notes  have  been  used  successfully  by  a  large  number  of 


20 

city  school  teachers  and  we  offer  them  here  with  the  hope  that  interest 
and  enthusiasm  on  the  subject  may  be  stimulated  by  means  of  them: 

Best  Sitting  Position  and  Best  Standing  Position  must  be  taken  at 
the  beginning  of  every  Physical  Training  lesson  and  the  best  Standing 
Position  must  be  held  between  all  exercises.  The  children  should  be 
encouraged  and  helped  to  these  positions  throughout  the  day.  See 
General  Instruction  in  Course  of  Study  for  definitions. 

GUIDES  FOR  BEST  STANDING  POSITION.  Heels  together,  weight  on  balls 
of  feet,  waist  in,  chest  broad,  head  up. 


f 


Good    Recitation    Positions. 


NAMES  OF  COMMON  FAULTY  POSTURES,  followed  by  guides  for  correc- 
tion: 

1.  Waist  forward — To  correct — Balance  on  toes,  stretch  up. 

2.  Flexed  hips — To  correct — Carry  weight  back,  stretch  up. 

3.  Flat  chest — To  correct — Child  place  hand  on  chest  and  raise  hand 

by  lifting  chest. 

4.  Head  forward — To  correct — Push  back  of  neck  against  collar. 

5.  Eound  shoulders— NEVER  SAY  SHOULDERS   BACK— To  cor- 

rect— Broaden  chest,  flatten  upper  back. 

6.  Hollow  back — To  correct — Waist  in,  stretch  up. 

How  TO  TAKE  THE  POSTURE  PER  CENT  OF  A  ROOM.     Each  child  must 
be  looked  at  from  the  side  individually. 

Class  in  Gymnastic  Seats.     Divide  children  into  Group  A  (Correct 


21 

Posture)  and  Group  B  (Incorrect  Posture).  Pupils  of  first  row  across 
front  of  room  take  Best  Standing  Position  besides  seats.  Teacher 
stands  in  side  aisle  where  she  can  best  secure  the  side  view  of  each  child. 
Send  A  boys,  one  at  a  time,  as  soon  as  classified  to  back  and  B  boys  to 
side  of  room.  Send  A  girls  to  front  and  B  girls  to  side  of  room.  Seat 
the  two  A  groups  in  center  rows — shortest  in  front  and  the  two  B 
groups  in  outer  rows,  shortest  in  front,  boys  on  one  side  and  girls  on 
the  other.  Take  five  minutes  of  the  Physical  Training  Period  for  this 
each  day  until  your  room  is  classified,  and  do  not  place  children  in  the 


i 


I 


•I 


Poor    Recitation    Positions. 


posture  seats  until  all  are  classified.  This  is  only  done  at  the  beginning 
of  each  term,  the  seats  are  then  final  except  for  the  promotion  from 
B  to  A  or  vice  versa. 

To  Get  the  Per  Cent.    Add  groups  A  and  divide  by  the  total  number 
in  room — carry  out  three  places  and  put  on  board. 


43)15.000 


.348  =  35% 


43)13.000 

.302  =  30% 


Keep  this  per  cent  on  the  board  and  as  posture  of  room  changes  make 
the  per  cent  correspond.  Keep  a  record  of  changes. 

Warnings.  Do  not  overdo  this  Posture  Crusade  and  make  it  a  burden 
either  to  teacher  or  pupils.  It  must  not  be  a  kill-joy  to  our  lessons.  Go 
slowly.  If  a  child  is  deformed  do  not  count  him  in  the  per  cent.  If  a 


22 

child  is  too  weak  or  too  muscle-bound  to  stand  straight  do  not  nag  him ; 
encourage  him  to  do  the  best  he  can,  but  keep  him  in  group  B.  Praise 
group  A  and  encourage  group  B. 


An   incorrect   way   to   habitually   carry    a 
weight.     Notice  the  left  shoulder. 


A    correct    way    to    carry    a    weight. 


STORY  PLAYS 

In  the  lower  grades  story  plays  take  the  place  of  formal  gymnastics 
and  the  movements,  which  are  imitative  of  well-known  activities,  are 
done  by  suggestion  from  the  teacher.  All  of  these  movements  should  be 
large  and  free  in  order  to  be  of  hygienic  value  and  there  must  be  joy 
and  interest  or  they  are  useless.  This  is  the  age  of  individual  and  imita- 
tive play,  consequently  no  stress  must  be  laid  upon  uniformity  among 
the  children;  each  child  should  be  allowed  to  carry  out  his  own  play. 
Earnestness  and  zest  are  signs  of  a  good  story  play  and  the  activities 
must  be  repeated  frequently  enough  to  give  plenty  of  exercise. 

Story  plays  should  be  related  to  the  other  school  work,  and  should  be 
suited  to  the  season.  For  these  reasons  it  is  well  for  each  teacher  to 
select  her  own  story  plays,  or  if  possible  to  arrange  them.  This  can 
easily  be  accomplished  if  the  teacher  keeps  in  mind  the  types  of  exer- 


23 

else  necessary  to  give  the  children  the  proper  amount  and  kind  of  ex- 
ercise. 

Example 
Exercise  Application 


Stretching  "XCS 


(to  pert  after  sitting)     n     w  wou  deep  snow 

Leg   exercise  {  P 


IV     Arm  HI    Loo'<  UP  to  exa'nine  trees 

V     Trunk  ^     Chop  down  tree   (trunk  exercise  also) 

VI     Precinitint  V  Saw  trees  into  logs   (cross-cut-saw) 

Jlj  VI  Run  in  place  to  warm  feet 

VII    Breathing:  XTTT  ^      ...  * 

VII  Breathing 

RHYTHMIC  PLAYS 

No  form  of  physical  activity  is  more  healthful  or  educative  than 
rhythmic  plays.  Coming  to  us  from  antiquity  and  representing  simple, 
natural,  dramatic  expression  of  primitive  social  activities  of  all  nations, 
these  plays  are  classed  by  psychologists  with  other  forms  of  play  as 
highly  educative.  Hygienists  are  equally  enthusiastic  in  their  praise. 
When  played  on  the  green  or  under  other  conditions  of  fresh  air  and 
freedom  from  dust,  they  are  ideal  from  a  hygienic  point  of  yjew.  They 
should,  however,  be  combined  with  a  moderate  amount  of  formal  gym- 
nastics for  postural  effects. 

In  the  wholesome  joyous  activity  of  these  plays  many  find  their  long- 
ing for  rhythmic  expression  satisfied  and  are  content  to  leave  untried 
the  questionable  social  dancing  of  the  day. 

In  the  public  schools,  the  absence  of  space  seems  a  limitation;  but 
often  a  hall  or  vacant  room  is  available,  otherwise  they  can  be  and  many 
already  are  adapted  to  the  aisles  or  are  used  around  the  outside  of 


When  a  single  circle  is  called  for  in  the  formation,  two  can  be  used, 
one  working  inside  of  the  other. 

Where  there  is  no  piano,  a  victrola  may  be  used  to  splendid  advantage, 
after  a  play  is  learned.  If  this  is  not  possible,  in  the  song  plays  the 
song  gives  the  rhythm.  If  there  are  no  words,  the  singing  of  the  melody 
works  out  nicely.  A  phrase  or  two  of  the  song  or  melody  may  be 
learned,  then  the  actions  which  express  it  tried  and  so  on. 


24 


MISCELLANEOUS  PLAYS  AND   GAMES 

True  play  is  joyous  and  spontaneous  activity ;  this  is  just  the  kind  of 
activity  that  is  most  educative  and  most  healthful.  The  object  to  be 
secured  by  it  in  this  course  is  education  and  health;  the  conditions 
under  which  it  is  done  and  the  manner  in  which  the  teacher  directs  it 
should  be  guided  by  this  standard.  Whatever  will  lessen  its  joy  or 
make  it  less  conducive  to  health  should  be  avoided  as  far  as  possible. 

The  word  "play"  is  used  in  this  outline  in  a  very  general  sense,  to  in- 
clude all  kinds  of  activities  that  are  recreative  rather  than  disciplinary ; 
hence  we  speak  of  story  plays,  song  plays,  and  imitative  plays;  the  term 
also  includes  dances,  contests,  and  games.  Dances  are  rhythmic  plays 
designed  to  accompany  a  certain  style  or  piece  of  music;  contests  are 
plays  where  there  is  rivalry,  with  players  trying  to  excel  one  another; 
games  are  contests  allowing  a  large  amount  of  freedom  of  action  and 
choice,  with  a  certain  amount  of  deception  permitted  with  the  object  of 
stimulating  alertness  of  mind  and  body.  Thus,  foot  races  are  contests; 
there  is  rivalry,  but  no  deception;  to  be  fair  the  players  must  start  at 
exactly  the  same  time  and  neither  a  player  nor  a  spectator  may  inter- 
fere in  the  slightest  degree  with  a  runner.  Games  are  illustrated  by 
tag  games,  in  which  players  are  not  required  to  run  in  a  certain  course 
nor  in  a  certain  manner,  but  may  dodge,  jump  aside,  and  use  their  wits 
to  gain  an  advantage.  "Farmer  in  the  Dell"  is  a  song  play  or  a  dance 
according  as  the  players  sing  the  music  or  have  it  played  on  an  instru- 
ment; it  is  not  a  game,  altho  sometimes  so  called,  since  it  involves  no 
rivalry  and  all  the  players  do  the  same  thing  at  the  same  time,  simply 
for  the  fun  of  the  activity. 

The  success  of  imitative  plays  depends  on  having  things  go  off  in  a 
lively  manner,  the  teacher  being  alert  to  note  the  signs  of  failing  inter- 
est and  to  give  suggestions  or  more  varied  actions  to  be  performed.  The 
practice  of  having  all  who  fail  to  do  what  is  being  done  drop  out  of  the 
play  will  stimulate  attention  somewhat  but  it  should  be  used  sparingly, 
as  it  leaves  out  of  practice  those  who  need  it  most.  Enthusiastic  and 
prompt  leadership  is  the  main  thing  in  imitative  plays. 

In  contests  there  is  apt  to  be  plenty  of  interest,  and  the  point  is  to 
sustain  it  and  make  it  develop  the  spirit  of  fairness  and  sportsmanlike 
habits.  To  do  this,  no  pains  must  be  spared  to  secure  fair  play  and  a 
careful  and  correct  verdict  at  the  close.  Carelessness  in  regard  to  the 
time  or  place  of  starting,  in  the  laying  out  of  courses,  or  in  failing  to 
watch  how  the  contestants  do  their  parts  may  lead  to  just  as  bad  spirit 
as  favoritism  itself.  It  is  here  more  than  in  any  other  place  that  we 
have  a  laboratory  for  training  in  conduct  and  moral  principle.  Lead 
the  players  to  expect  perfect  fairness  and  to  \vish  to  be  perfectly  fair. 
Encourage  discussions  of  principles  of  fairness,  but  not  disputes  about 
decisions,  as  to  the  fact  of  the  case.  This  is  to  be  accomplished  only  by 
taking  pains  to  see  that  fair  decisions  are  made. 

Every  contest  requires  one  or  more  judges  and  a  decision  at  the  close. 
Some  games,  like  "duck  on  the  rock"  and  "circle  ball,"  and  in  fact 


25 

nearly  all  ball  games,  require  an  umpire  who  should  see  everything  that 
happens  and  decide  all  questions  with  justice. 

The  success  of  contests  and  games  is  largely  increased  if  a  plan  is  al- 
ways made  beforehand  whereby  everything  shall  be  in  readiness  when 
the  time  for  play  arrives.  Players  like  to  do  the  work,  such  as  marking 
lines,  bringing  material,  etc.,  but  they  are  apt  not  to  have  systematic 
habits  and  hence  need  to  have  directions.  Too  much  time  is  wasted  in 
getting  ready  to  play. 

Players  who  dislike  a  certain  play  may  be  allowed  to  play  by  them- 
selves while  it  is  going  on;  this  does  not  apply  to  lazy  pupils.  Individ- 
ual or  group  plays  with  balls,  etc.,  may  be  used  by  a  few  in  such  in- 
stances, while  the  main  group  is  at  play  together. 

For  further  suggestions  in  this  line  see  reference  4,  Bibliography. 

MIMETIC  EXERCISES  are  exercises  arranged  for  the  schoolroom  or 
gymnasium,  which  require  the  same  motions  and  establish  the  same  co- 
ordinations as  are  employed  in  athletics;  but  which  are  given  without 
athletic  material.  They  may  be  given  as  class  exercises,  engaging  a 
large  number  of  pupils  and  are  valuable  because  they  establish  useful 
coordinations  and  are  interesting  to  boys.  They  must  be  given  with 
enthusiasm  under  real  leadership  to  secure  this  interest,  however. 


Note:  In  the  following  material  fifteen  story  plays,  seven  rhythmic 
plays  and  seven  games  is  the  minimum  number  to  cover  in  one-half 
year.  In  each  of  the  three  kinds  of  work  the  teacher  should  make  her 
selections  to  fit  the  conditions  of  her  group  of  children. 


FIRST  GRADE 

FIRST   HALF    YEAR 

STORY  PLAYS 

BUILDING    BON-FIRE 

1.  Wind  blows  leaves  from  trees.     Arms  overhead  fall  slowly  to  side 

with  fingers  fluttering. 

2.  Rake  up  leaves. 

3.  Take  armful  s  and  put  in  cart. 

4.  Run  with   it  to  bon-fire.     Running  around   room.     Hands  behind 

back  as  if  dragging  cart.     Empty  cart  on  desk. 

5.  Blow  fire  to  make  go.     Fire  is  on  desk.     Stoop,  take  deep  breath 

and  blow  across  desk,  facing  side  of  room. 
G.     All  skip  around  fire.     Two  rows  around  one  row  of  desks. 
7.     Breathe  in  fresh  air. 

A   PLAY   IN   THE    SNOW 

1.  All  are  sleepy.     Heads  on  desks. 

2.  Wake  up  and  sit  straight,  stretching  arms  as  though  just  waking. 

What  shall  we  do  to  make  us  lively?     Go  out  in  the  snow  and 
play. 

3.  Hurry  to  best  standing  position. 

4.  Pull  on  rubber  boots,  first  R  and  L. 

5.  Pull  cap  over  ears  (elbows  kept  out  and  back). 

6.  Very  cold  day.     Arms  must  be  warmed.    Arms  out  at  side.     Fling 

them  across  chest  and  slap  opposite  shoulders. 

7.  Stoop  way  down   and  pick  up  handful  of  snow,  make  snow-ball 

while  standing  erect.     Throw   snow-ball   at   some   spot   in   room 
with  R  arm.     Repeat  and  throw  with  L  arm. 

8.  Walk  through  snow  drift  with  hands    on    hips,    lifting   feet    and 

knees  high  with  each  step. 

9.  Run  home. 

10.  Take  in  long  breaths  of  fresh  air,  raising  the  arms  straight  from 
the  sides  to  shoulder  height  as  breath  is  taken  in,  lowering  them 
as  breath  goes  out. 

GEORGE  WASHINGTON'S  CHERRY  TREE 

1.  Pull  on  sweater.  Take  several  pulls  to  get  sweater  over  head.  Then 
push  arms  up  into  sleeves.  Finally  give  two  or  three  pulls  to  get 
it  from  shoulders  down. 


28 

2.  Run  out  with  hatchet  over  shoulder.     Each  two  rows  around  one 

row  of  desks.  Two  chalk  marks  are  drawn  on  floor  of  room  to 
represent  brook.  As  they  come  to  it  they  jump  over. 

3.  Chop  down  cherry  tree. 

4.  Run  home.     Each  two  rows  around  one  row  of  desks.     This  time 

come  to  a  log  crossing  the  brook  and  have  to  walk  very  carefully 
over  it.  (Arms  extended  at  sides.) 

5.  Tired.    Breathing. 

FIREMEN 

All  sitting  straight,  ready  to  go  to  the  fire  when  the  fire  bell  rings. 
Some  players  are  chosen  to  be  drivers  and  the  rest  horses.  When 
teacher  rings  bell  or  says  "Ding  Dong"  players  stand,  drivers  taking  hold 
of  reins  and  horses  getting  ready  to  run. 

1.  Gallop  to  fire. 

2.  All  become  firemen  and  grasp  a  hose  and  stretch  diagonally  out  to 

R  side;  playing  hose  on  one  spot  and  make  a  soft  hissing  noise. 
Same  to  L.  Play  hose  high  up  in  front  and  with  a  quick  turn 
play  it  high  up  behind. 

3.  Climb  up  ladder  using  hands  and  feet.    Reach  up  and  lift  someone 

down.     Climb  down.    Go  up  again  if  anyone  is  left  up  there. 

4.  Drive  horses  home. 

5.  Take  deep  breaths  to  get  smoke  out  of  lungs. 

COAL  MINE 

1.  Late,   so  hurry   to    coal   mine;    running   around    room. 

2.  Light  candles. 

3.  Push  coal  cart  into  mine.    Desk  is  cart. 

4.  Use  pick  axe  in  loosening  coal.    Bring  axe  high  in  air  and  down. 

5.  Shovel  coal  into  cart.    Pieces  of  coal  very  large  and  heavy. 

6.  Push  cart  back  to  opening. 

7.  Blow  out  candles  on  caps. 

A  BIRTHDAY  PARTY 

1.  Run  to  trolley  car.    Each  two  rows  run  around  one  row  of  desks. 

2.  Reach  high  up  with  both  hands  and  pull  the  doorbell. 

3.  Peanut  hunt.    Each  two  rows  run  around  one  row  of  desks.    After 

every  five  or  six  steps,  stoop  to  get  some  peanuts  and  put  in  bas- 
ket, hanging  on  left  arm. 

4.  Pull   molasses  candy.     Take  candy  from   high    shelf,    pull    hard, 

spreading  arms  far  apart. 

5.  Blow  out  candles  on  birthday  cake.    Take  deep  breaths  before  each 

blow. 

6.  Play  game.     Let  children  choose  game. 

Suggestions: — I  saw. 

Run  for  your  supper. 
Puss  in  the  corner. 

7.  Run  home. 

8.  Breathing. 


29 

THANKSGIVING   PIES 

1.  Shake  flour.    Both  hands  hold  sieve.    Shake  from  side  to  side  over 

desk. 

2.  Stir  everything  up  as  if  bowl  were  on  desk. 

3.  Roll  out  crust. 

4.  Put  in  oven.    Take  three  pies,  one  at  a  time,  and  put  in  opposite 

desks. 

5.  Run  outdoors  while  pies  are  baking. 

6.  Take  pies  out  of  oven. 

7.  Burnt  fingers,  so  blow  on  them. 

8.  Smell  of  pies,  they  are  so  good. 

AUTOMOBILE 

1.  Stooping,  crank  automobile.     First  one  hand  then  the  other. 

2.  Run  around  room  steering  and  blowing  horn. 

3.  Flat  tires  so  have  to  pump  them. 

4.  Tired  from  bending  so  stretch  arms  up  high. 

5.  Ride  home. 

6.  Breathe  in  fresh  air. 

THE  PLAYGROUND 

1.  Run   across  street  to  Playground.     Two  rows  around  one  row  of 

desks.     (Children  may  roll  hoops  as  they  run.) 

2.  Going  down  the  "Slippery  Slide."     Climb  up  the  ladder   (facing 

seat).  At  signal  one  hand  is  put  on  desk  and  one  hand  on  back 
of  seat.  Children  jump  so  that'they  sit  on  seat  with  knees  out 
straight  in  front  of  them  facing  side  of  room.  Climb  ladder  again 
and  jump  back  over  seat. 

3.  The  Merry-Go-Round  (Giant  Stride).     Each  two  rows  run  around 

one  row  of  desks,  both  arms  raised  high,  as  if  holding  on  to  rope. 

4.  The  See-Saw.    Three  lines  for  each  "see-saw."    Children  in  lines  1 

and  3  (outer  lines)  face  in.  Those  in  middle  line  act  as  the 
"teeter"  and  stand  facing  front  of  room  with  arms  extended  to- 
wards the  outer  lines,  the  left  towards  one  line,  the  right  to- 
wards the  other.  Children  in  lines  1  and  3  bend  knees  and  stand 
erect,  alternately,  as  the  hand  toward  them  moves  up  or  down. 

5.  Run  home.    Two  rows  around  one  row  of  desks. 

6.  Breathing. 

GOING  FOR  CHRISTMAS  TREE 

1.  Put  on  coats  and  hats. 

2.  Run  to  barn  for  sled  and  hatchet.    Two  rows  around  one  row  of 

desks.  When  teacher  claps  hands  they  stop.  Second  clap,  they 
run  on  to  places  or  woods. 

3.  Chop  down  tree.    One  foot  forward,  swing  axe  over  other  shoulder. 

Chop  and  stoop  forward  one  side  and  then  the  other. 

4.  Drag  sled  home.    Hands  behind  as  if  holding  ropes. 

5.  Dance  around  Christmas  tree.    Two  rows  dancing  around  one  row 

of  desks.    Do  not  join  hands  at  ends  of  rows. 

6.  Blow  out  candles  on  tree.    Deep  breaths  and  blow. 


30 

MAY  QUEEN 

1.  Pick  daisies  for  a  chain.     Each  two  rows  run  around  one  row  of 

seats.    After  every  five  or  six  steps,  stoop  and  pick  a  few  daisies 
and  put  in  basket,  hanging  on  left  arm. 

2.  May  Queen  is  chosen  and  sits  in  chair  in  front  of  room. 

3.  Run  around  room,  one  row  at  a  time,  lay  flowers  at  Queen's  feet 

as  they  pass. 

4.  Wind  May  Pole.     Each  two  rows  skip  around  one  row  of  seats, 

raising  hand  nearest  desk,  high,  as  if  holding  streamer. 

5.  At  finish  of  dance  all  bow  to  Queen.     Queen  bows  to  children. 

6.  All  skip  by  the  Queen,  holding  daisy  chains  high  over  heads. 

7.  Breathing.     Smell  flowers. 

AT    THE    BEACH 

1.  Run  down  to  Beach.     Run  around  room,  one  row  at  a  time. 

2.  Stoop,  pick  up  4  or  5  stones.     Throw  out  to  sea,  or  skip  stones. 

3.  Dig  a  well  in  sand.     Put  both  hands  on  handle  of  shovel,  one  foot 

up.     Push  down  with  foot,  stoop,  and  throw  sand  over  shoulder. 

4.  See  how  near  you  can  come  to  water  without    getting   feet    wet. 

Three  or  four  steps  forward  and  then  run  back  quickly  as  wave 
comes. 

5.  Wading.     Two  rows  around  one  row  of  desks.     Lift  knee  high  at 

each  step. 

6.  Run  home. 

7.  Breathing. 

BUILD    A    FIRE    IN    STOVE 

1.  Go  down  stairs. 

2.  Chop  wood  for  kindling.     Kneel  on  one  knee,  hatchet  in  one  hand 

hold  wood  writh  other. 

3.  Carry  armful  upstairs. 

4.  Lay  the  fire.     Stoop  and  pick  up  papers,  then  put  in  stove.     Put 

some  kindling  in. 

5.  Some  kindling  too  long.     Break  it  over  edge  of  stove  (desk). 

6.  Light  fire  with  three  matches.     Breathe  deeply  and  blow  each  one 

out  after  lighting  the  fire  Avith  it. 

TREES    IN    A    STORM 

1.  Children  run  out  to  play. 

2.  Blowing  of  wind. 

3.  Tree  tops  sway  in  wind.     (Bend  heads  backward  and  right  and 

left.) 

4.  Leaves  quiver.     (Shake  hands  in  all  directions.) 

5.  Limbs  sway.     (Swing  arms  sideward  and  upward.)  ' 

6.  Tree  bends.     (Bend  trunk  forward  and  sideward.) 

7.  Run  home  to  get  out  of  storm. 

8.  Breathe. 

SANTA    CLAUS'    VISIT 

1.  Santa  puts  on  his  coat,  cap,  mittens  and  boots. 

2.  Looks  at  sk}r. 

3.  Jumps  into  sleigh. 


31 

4.  Pulls  on  reins. 

5.  Jumps  from  sleigh,  and  warms  hands,  feet  and  arms. 

(Run  in  place,  swing  arms  and  rub  hands.) 

6.  Goes  down  chimney.     (Bend  knees  slowly  as  if  disappearing.) 

7.  Read  names  on  stockings.     (Bend  head  from  side  to  side.) 

8.  Place  presents  in  stockings  and  on  floor  and  table. 

9.  Climb  up  rope  through  chimney. 
10.  Breathe  after  hard  work. 

BIRDS    LEARNING    TO    PLY 

1.  Mother  bird  and  little  birds  all  stretch  wings. 

2.  Look  at  sky  to  see  if  day  is  pleasant. 

3.  Fly  around. 

4.  Hop  on  ground. 

5.  Children  scatter  crumbs  for  them. 

6.  Birds  fly  back  to  nests. 

7.  Tired,  so  breathe,  raising  wings. 

SHEEP    SHEARING 

1.  Sheep  run  and  frisk  over  the  meadow. 

2.  Shake  heads. 

3.  Farmers  wash  sheep. 

4.  Sheep  shake  themselves. 

5.  Farmers  shear  wool. 

6.  Farmers  tie  wool  into  bales. 

7.  Farmers  toss  bales  into  wagons. 

8.  Horses  draw  wagons  to  town,  then  gallop  home. 

9.  Breathe. 

THE   CARPENTER 

1.  Put  on  coat,  hat  and  start  for  work. 

2.  Saw  board.     (Place  on  seat.) 

3.  Plane  board. 

4.  Bore  holes  in  board. 

5.  Drive  nails. 

6.  Hoist  beams. 

7.  Walk  home. 

8.  Breathe. 

MAKING    GARDEN 

1.  Reach  up  for  hats  and  coats,  spades  and  rakes. 

2.  Skip  to  garden. 

3.  Look  up  to  see  if  the  day  will  be  pleasant. 

4.  Spade  up  garden.     Push  spade  into  earth,  throw  it  away. 

5.  Rake  earth. 

6.  Pick  up  stones  and  throw  them  into  piles. 

7.  Plant  seeds  from  sack. 

8.  Run  through  paths  in  garden. 

9.  Breathe. 


32 


FIRST  GKADE 

FIRST   HALF  YEAR 

RHYTHMIC  PLAYS 

The  object  here  is  to  train  rhythm  and  co-ordination.  The  children 
supply  their  own  music  by  singing.  A  good  way  to  give  these  exercises 
is  first  to  teach  the  children  the  tune  while  they  are  seated,  using  the 
words  that  describe  the  movements,  as  "Step  and  Bend,  Slide  and  Bow" 
etc.  The  next  step  is  to  teach  them  to  go  through  the  movements  of  the 
feet  with  the  hands  on  the  desks.  This  is  because  the  co-ordination  of 
the  hands  and  arms  is  so  far  ahead  of  that  of  the  feet  and  legs.  Then 
combine  the  singing  and  hand  work,  and  they  are  ready  to  stand  and 
try  it  with  their  feet.  When  this  method  is  used  the  whole  exercise 
should  be  learned  in  sections,  because  during  each  lesson  the  children 
should  be  on  their  feet  part  of  the  time. 

SEE    SAW 

(For  music,  see  Mother  Goose  Melodies.) 
Single  circle,  facing  partners,  both  hands  joined. 


1. 


2. 


3. 


4. 


"See  Saw,  Marjory  Daw." 

Swing  both  arms  from  side  to  side,  starting  R.   (Four  times.) 

"Jack  shall  have  a  new  master." 
Skip.     (Four  times.) 

"But  he  shall  have  but  a  penny  a  day." 

Step  on  outside  foot  and  point  inside  foot  forward,  shaking  iti- 
side  finger  at  partner,  other  hand  on  the  hip.  Repeat  with  oppo- 
site hand  and  foot. 

"Because  he  won't  work  any  faster." 
Both  hands  joined,  four  slides  L. 

LIGHTLY   ROW 


Step  and  bend   (L  sideways).     Step  and  bend  (R  sideways) 
Step  together  (L  sideways).    Step  together  (L  sideways). 
Step  and  bend   (R  sideways).     Step  and  bend  (L  sideways) 
Step  together   (R  sideways).     Step  together   (R.  sideways). 


33 


Turn  around  and  make  a  bow   (L  half  way  around). 
Turn  around  and  make  a  bow  (R  half  way  around). 
Step  and  bend  (R  sideways).     Step  and  bend  (L  sideways) 
Make  a  low  b'ow. 

FEET    TO    MUSIC 


Feet  to  music  (1),  tap,  tap,  tap,  tap, 

Hands  with  pleasure  (2),  clap,  clap,  clap,  clap. 

Eyes  (3)  to  see,  look  now  to  see 

Who's  the  one  to  dance  with  me? 

Chorus : 
Repeat,  singing  la,  la,  la,  etc. 

Notes: 

All  standing  in  aisles. 

1.  Tap  toes  alternately  4  times. 

2.  Clap  hands  over  head  4  times. 

3.  First  and  second  row  bow  to  each  other  and  so  on  across  the  room. 
Chorus:    Boys,  hands  on  hips;  girls,  hold  skirts  out  at  sides;  step  to 

L  on  L  toe  and  bring  R  foot  over  beside  L  (count  1),  bend  and 
straighten  knees  (count  2),  repeat  to  R.  The  step  is  done  once  to  L 
and  once  to  R  in  each  measure.  Begin  teaching  it  with  words,  "Step 
and  bend."  Bow  at  end. 

SHIFTY   SHADOW 


m 


£3 


1.  Little  (1)  flitting  shifty  shadow, 

I  would  like  to  fly  with  you; 
We  (2)  will  dance  and  skip  together, 
Just  what  I  do,  you  do  too. 

2.  First,  (3)  we'll  be  a  robin  flying, 

Spreading  wide  his  big  brown  wings; 
Then  (4)  we'll  rest  on  waving  tree  tops 
While  (5)  the  robin  sits  and  swings. 
5 


34 

3.  Here's  (6)  a  rabbit  shifty  shadow; 

See  (7)  him  wag  his  ears  at  you. 
Here's  (8)   a  little  fish  a-swimming 
In  the  water  deep  and  blue. 

4.  Here's  (9)  a  funny  little  Brownie 

Treading  softly  on  his  toes; 
Hurry,  hurry,  little  Shadow, 

You  must  go  where  Brownie  goes. 

First  Verse. 

Two  rows  around  one  row  of  desks. 

1.  Look  behind  as  if  looking  at  shadow  and  wave  both  hands,  first 

over  L  and  then  over  B  shoulder. 

2.  Eight  skips  forward. 

Second  Verse. 
Facing  front  of  room. 

3.  Extend  arms  at  sides  and  wave  in  imitation  of  flying. 

4.  Place  hands  together  and  rest  head  on  them. 

5.  Slight  swaying  of  body  from  side  to  side. 

Third  Verse. 

6.  Place  hands  above  head  with  all  fingers  closed  except  first  two 

on  each  hand. 

7.  Wave  fingers  forward  and  backward. 

8.  Hands  together  in  front  of  body,  imitate  fish  swimming. 

Fourth  Verse. 

Two  rows  around  one  row  of  desks. 

9.  Forefingers  raised  at  either  side  of  face  and  moved  alternately  up 

and  down.     Bun  around  on  toes  taking  short  steps. 

LITTLE    JACK    HORNER 

(For  music,  see  Mother  Goose  Melodies) 

"Little  Jack  Horner" 

Step  forward  K  foot,  then  point  L  forward. 
"Sat  in  a  corner" 

Step  forward  L  foot,  then  point  B  forward. 
"Eating  his  Christmas  pie," 

Slide  3  times  to  right,  and  while  singing  "pie"  tap  L  toe  at  side 

twice. 

"He  put  in  his  thumb  and  pulled  out  a  plum,  and  said  what  a  good 
boy  am  I." 

Repeat  above  movement  starting  L. 


Off  for  a  Eide 
(See  Keference  6) 

DANISH   GREETING 


Formation:    Single  circle.    Partners  face  centre,  hands  on  hips. 
Measures  1-2.    Clap  hands  twice,  turn  to  partner  and  bow.    Turn  to 

centre  and  repeat. 

Measure  3.     Stamp  right,  stamp  left. 

Measure  4.    Turn  around  in  place  with  four  running  steps. 
Kepeat  from  beginning. 
Measures  5-8.    Join  hands  in  circle.     Kun  sixteen  steps  to  the  right. 

Turn  and  run  sixteen  steps  to  left. 
Kepeat  from  beginning. 

THE   FARMER   IN  THE    DELL 


—  n 

K  1  j-|  J   J  J    J  N     J^1^ 

f'ffffj'j^ 

r  rr  c 

—  ^  ir  d  

•  r  y 
—  i 

Hi 

i  r  f  J  • 

«!•    ^  1 

One  child  is  chosen  to  be  the  "farmer"  and  stands  in  the  center  of  the 
ring,  while  the  rest  join  hands  and  circle  around  him  singing, 

The   farmer   in   the   dell,  The  farmer  in  the  dell, 
Heigh  oh!  for  Rowley  O!  The  farmer  in  the  dell. 

The  first  child  chooses  and  leads  to  the  center  of  the  circle  a  second 
one;  the  second  chooses  a  third,  and  so  on,  while  the  rest  sing  the  fol- 
lowing verses: 

The  farmer  takes   a  wife — 

The   wife  takes   the   child — 

The  child  takes  the  nurse — 

The  nurse  takes  the  dog — 

The  dog  takes  the  cat — 

The  cat  takes  the  rat — 

The  rat  takes  the  cheese — 

The  cheese  stands  alone. 


36 


The  "cheese"  may  be  "clapped  out,"  and  must  begin  again   as  the 
"farmer." 

LITTLE  DOVE 

Kastman-Kohlers  Swedish  Song  Games 

By  permission  Ginn  &  Company 


3=3 


1.  Little  dove  with  wing  wide  spreading 

Lightly  sings  his  happy  lay; 
"In  my  bill  I  bring  a  letter 
From  your  friend  so  far  away." 

2.  All  the  doves  with  wings  wide  spreading, 

Gayly  sing  as  off  they  fly, 
"Not  a  hawk  will  dare  to  touch  us; 
Watch  our  flight  so  swift  and  high." 

Formation :  Single  circle,  facing  center,  moving  to  the  right  in  lively 
time.  One  or  more  doves  are  flying  inside,  each  with  a  letter  in  its  bill. 
All  sing  the  first  verse.  The  carriers  inside  kneel  before  some  one  in 
circle  and  deliver  their  letters.  These  doves  become  carriers.  During 
second  verse  all  doves  fly  about  at  random.  The  children  must  not 
touch  each  other's  wings  (arms).  While  singing  last  line  of  second 
verse,  the  children  form  in  circle  again  with  the  new  doves  in  center. 

THE  TAILORS 

Swedish 


uj 

t*^f  1 

i  i  1 



i  j  j  . 

p~I] 

i  ;;j.    .1 

lA 

P  T  j* 

*         \         * 

U  J>J  j 

J   f  m  J  — 

3 

_  

3= 

5=f= 

• 

L_J 

r^ 

—  i 

3 

-  *  C 

I     J    J 

A  heart  of  happiness  is  mine, 

To  make  a  suit  it  take  tailors  nine; 

A  heart  of  happiness  is  mine, 

To  make  a  suit  it  takes  tailors  nine. 

With  thimble,  scissors,  needle  too, 

And  thread  run  through; 

With  thimble,  scissors,  needle  too, 

And  thread  run  through. 


37 

Formation:     Single  circle  with  chosen  partners. 

Measures  1-4.  All  join  hands  and  dance  to  left  with  skipping  polka, 
as  first  two  lines  are  sung. 

Measures  5-8.  Left  hands  on  hips,  right  arms  raised,  elbows  level  at 
shoulders,  make  motion  of  scissors  with  two  first  fingers;  at 
same  time  touch  left  toe  sideward,  then  point  toe  back.  Repeat. 

Measures  1-4.  Partners  dance  around  in  place  with  four  steps,  accent- 
ing first  step. 

Measures  5-8.     Repeat  above  with  left  arm  and  right  foot. 


FIRST  GRADE 

FIRST   HALF   YEAR 

MISCELLANEOUS  PLAYS  AND  GAMES 

SQUIRREL   AND    NUT. 

(Tag  game).  Players  all  seated  but  one,  heads  on  desks  and  eyes 
covered,  one  hand  open  on  desk  with  palm  up.  The  odd  player  is  a 
squirrel  and  passes  up  and  down  between  the  rows  and  puts  a  nut  in 
some  player's  hand.  This  one  rises  and  chases  the  squirrel.  If  the 
squirrel  is  caught  before  he  can  reach  his  own  seat,  the  one  who  caught 
him  becomes  squirrel;  if  the  squirrel  is  not  caught,  he  can  be  squirrel 
again. 

I    SAW 

(Imitative.)  Tell  the  players  of  some  action  you  jjave  seen,  then 
imitate  it,  tell  them  they  are  to  imitate  it  too.  Examples:  mowing 
grass;  picking  apples  and  placing  them  in  a  basket;  chopping  wood;  a 
tall  man  walking  (on  toes)  ;  a  short  man  walking  (knees  bent)  ;  a  lame 
chicken  (hopping  on  one  foot)  ;  a  pendulum  swinging  (resting  on  hands 
on  desks),  etc.  When  they  get  the  idea,  ask  who  has  seen  an  action 
they  would  like  to  imitate,  and  have  players  lead,  each  showing  one 
action.  Encourage  a  variety  of  actions  and  those  that  are  vigorous 
enough  for  good  exercise.  Some  can  be  done  with  pupils  standing  by 
their  seats;  others  involve  walking  or  running  and  the  line  must  move 
forward  and  pass  around  a  course  to  the  starting  point. 

TWELVE    O'CLOCK    AT    NIGHT 

(Tag  game).  Mark  off  a  fox's  den  in  one  corner  and  a  chicken  yard 
in  another.  Choose  a  player  to  be  the  fox  and  another  to  be  the  mother 
hen.  The  rest  of  the  players  are  chickens.  The  mother  hen  arranges  the 
chickens  in  a  compact  group  and  then  leads  them  up  close  to  the  fox's 
den  and  inquires:  "If  you  please,  Mr.  Fox,  what  time  is  it?"  If  he 
replies  any  hour  except  midnight,  they  are  safe  and  may  play  about; 
the  hen  lets  them  play  a  moment  and  then  gets  them  together  again 
and,  standing  between  them  and  the  fox,  asks  the  time  again.  When 
he  replies  "Twelve  o'clock  at  night,"  they  must  run  to  the  chicken  yard, 


38 

and  the  fox  tries  to  tag  one.  The  fox  chooses  a  fox  for  next  time,  the 
mother  hen  chooses  another  player  in  her  place,  and  the  game  begins 
as  before. 

RUN  FOR  YOUR  SUPPER 

(Goal  game).  Players  in  a  circle.  One  player  chosen  by  teacher  goes 
around  inside,  holds  out  his  hand  between  two  players  and  says,  "Run 
for  your  supper."  The  two  run  around  opposite  ways  outside;  the  one 
who  first  returns  to  the  vacant  place  wins,  and  may  start  the  next 
runners. 

BALL  DRILL 

(Imitative.)  Players  grouped  by  twos  or  threes,  and  each  group  has 
a  ball  or  a  bean  bag.  The  players  of  each  group  pass  the  ball  among 
themselves  in  a  manner  stated  by  the  teacher,  but  all  in  unison.  See 
which  groups  can  do  it  most  times  without  dropping  ball.  Various 
styles  of  pass  can  be  used  and  players  may  be  placed  at  any  suitable 
distance  apart.  Examples:  Toss  with  right  hand  and  catch  with  both; 
toss  with  left  and  catch  with  both ;  catch  also  with  right  or  left ;  throw 
forward  from  overhead;  tossing  backward  over  the  head;  throwing 
backward  under  left  arm,  etc.  Players  will  suggest  other  good  varia- 
tions. Some  pupils  will  prefer  to  play  this  while  the  larger  group  plays 
some  other  game. 

SQUIRRELS    IN    TREES 


(Goal  game).  Have  three  players  stand  so  as  to  represent  a  hollow 
tree,  facing  center  with  hands  on  each  other's  shoulders;  have  a  fourth 
player  stoop  within  to  represent  a  squirrel.  Have  the  other  players 


39 

notice  how  this  is  done  and  then  have  them  all  form  groups  of  four  in 
same  way.  There  must  be  one  extra  player  who  is  a  squirrel  without  a 
tree.  When  the  teacher  claps  hands  all  the  squirrels  must  change 
trees,  and  the  homeless  squirrel  tries  to  get  a  tree.  This  leaves  another 
squirrel  out  and  the  game  is  repeated.  After  a  time  have  each  squirrel 
choose  one  of  the  players  of  the  tree  to  change  places  with  him,  so  as 
to  give  all  a  chance  to  be  squirrels. 

RACING 

(Individual  contest).  Have  two  or  more  players  race  from  seats  or 
class  positions  around  a  course  or  to  a  point  and  back  to  starting 
place.  Be  sure  all  have  a  fair  chance  to  win-.  Kepeat  until  all  have 
taken  a  turn.  Example:  from  front  seat  to  front  wall  and  return. 

BIRDS 

(Tag  game)."  Mark  out  a  nest  in  one  corner  and  a  cage  in  another, 
choose  two  bird  catchers  and  a  mother  bird,  and  name  the  other  players 
in  groups  of  three  or  four  after  kinds  of  birds.  Have  the  mother  bird 
stand  at  the  nest  and  the  two  catchers  in  front  of  the  players,  between 
cage  and  nest.  When  teacher  calls  "Robins"  or  "Quail"  the  players  so 
named  must  rise,  pass  to  rear  of  room,  and  then  try  to  reach  the  nest 
and  be  touched  by  the  mother  bird  before  the  catchers  can  tag  them. 
The  bird  catchers  may  not  leave  their  place  in  front  until  the  birds 
reach  the  rear  of  the  room.  Birds  tagged  are  put  in  the  cage.  Call  one 
kind  at  a  time;  and  see  whether  nest  or  cage  has  most  birds  when  all 
have  flown.  The  children  will  enjoy  having  the  bird  catchers  form  a 
door  to  the  cage  with  raised  arms,  and  all  the  other  players  count  the 
birds  aloud  as  they  come  out. 

CIRCLE  BALL 

(Imitative).  Players  in  a  circle,  standing  about  three  feet  apart. 
Have  them  pass  a  ball  or  bean  bag  around  the  circle.  When  they  are 
good  at  regular  passing,  have  them  pass  irregularly  or  across  in  any 
direction.  Sometimes,  but  not  always,  have  those  who  miss  go  out  of 
the  game.  Encourage  alertness  and  quickness  to  see  the  ball  and  catch 
it. 

PUSS   IN  THE   CORNER 

(Goal  Game).  Each  player  but  one  has  a  goal.  It  may  be  a  chair, 
desk,  mark,  corner  or  other  object.  The  one  who  has  no  goal  goes  up 
to  another  player  and  says,  "Pussy  wants  a  corner."  The  answer  is, 
"Ask  the  next  door  neighbor."  During  this  time  the  others  change 
goals,  and  the  odd  player  tries  to  get  one.  When  he  has  tried  several 
times  without  success  he  may  go  to  the  center  of  the  space  and  call, 
"All  Change,"  and  all  must  change  goals,  giving  him  a  better  chance. 
The  one  left  out  is  "It"  and  the  game  begins  as  before. 


40 
FIRST  GRADE 

SECOND  HALF  YEAR 

STORY  PLAYS 

PISHING 

1.  Digging  bait.     One  foot  raised  as  if  on    shovel,    and  hands    on 

handle.    Push  down  with  both.    Then  stoop  and  throw  to  right. 
Repeat  throwing  to  left. 

2.  Row  out  in  boat.     Sitting  on  desk  facing  back  of  room,  feet  on 

seat. 

3.  Throw  line  into  water. 

4.  Pull  in  big  fish,  hand  over  hand. 

Repeat  on  R  and  L  sides. 

5.  Row  home. 

6.  Walk  home  with  string  of  fish. 

7.  Breathe  in  fresh  air. 

VALENTINE'S  DAY 

One  player  in  each  row  is  chosen  to  receive  the  valentines  and  sits  on 
the  front  desk.    Rest  of  players  stand  in  aisles. 

1.  Running  to  the  house  where  valentines  are  to  be  dropped.     Two 

rows  around  one  row  of  desks. 

2.  Players  reach  up  and  drop  valentines  into  letter  box  high  upon 

the  door. 

3.  Reach  up  high  with  both  hands  and  pull  the  bell. 

Teacher  may  ring  a  bell  or  say  Ding. 

4.  Players  outside  stoop  way  down  to  hide,  while  those  inside  jump 

down,  pick  up  valentines  and  look  down  aisles  to  see  if  they 
can  see  anyone.     Run  to  another  house  and  hang  valentines. 

5.  Players  outside  warm  their  hands  by  holding  them  straight  out 

from    shoulders   and   slapping   them   across   the  chest,   making 
each  arm  hit  the  opposite  shoulder. 

6.  Run  home  very  softly  on  tiptoes. 

7.  Take  in  long  breaths  of  fresh  air,  raising  the  arms  straight  from 

the  sides  to  shoulder  height  as  breath  is  taken  in,  lowering  them 
as  breath  goes  out. 

WASHING 

1.  Wash    clothes.      Seats    raised.     Stand    between    seat    and    desk 

facing  front  of  room.     Use  back  of  seat  in  front  of  each  child 
as  washboard.     Lean  well  over  and  scrub  hard. 

2.  Put  clothes  through  wringer.     Stand  in  aisle,  facing  side  of  room. 

Left  hand  guides  clothes  while  right  hand  turns  handle. 

3.  Run  with  basket  to  clothes  line.     Basket  held  high    over    head. 

Each  two  rows  run  around  one  row  of  desks. 


4.  Shake  out  clothes  and  hang  them  on  line.     Shake  clothes  with 

both  hands  and  then  reach  up  on  tiptoes  to  hang  clothes  on 
line. 

5.  Run  out  to  play  while  clothes  dry.    Each  two  rows  run  around  one 

row  of  desks. 

6.  Breathing. 

. SOLDIERS 

1.  Marching    with     guns.       Boys     whistling     "Marching     Through 

Georgia,"  and  the  leader  in  each  row,  drumming.  Captain 
stands  on  a  chair  in  front  of  room  and  as  each  one  goes  by 
they  salute  him. 

2.  Target  practice.     Cock  guns  over  knees.      First   shoot   from   the 

standing  position)  then  kneeling  on  one  knee.  Say  "Bang"  as 
trigger  is  pulled. 

3.  Hoist  the  American  flag.    Eeach  up  high  with  one  hand  and  as  it 

is  pulled  down,  the  other  hand  goes  up.  At  each  pull  bend  the 
knees. 

4.  All  give  the  flag  salute.    Bring  the  right  hand  on  the  first  word, 

"I,"  straight  up  so  that  the  forefinger  touches  the  right  eye- 
brow, thumb  held  along  underside  the  forefinger  and  elbow  is 
brought  half  way  up  to  shoulder  level.  On  the  last  word  "all," 
the  hand  is  lowered. 

"I  pledge  allegiance  to  my  flag  and  the  Republic  for  which  it  stands, 
one  nation  indivisible,  with  liberty  and  justice  for  all." 

5.  Blow  bugle.     Both  hands  held  to  mouth  as  if  holding  a  bugle. 

Take  deep  breath  and  give  some  bugle  call. 

.. !  •    .  „ .' :  .   ;  : 

PUTTING    IN    COAL 

1.     Driving  wagon  to  house. 

2..   Pulling  up  window.    It  is  down  low  and  have  to  stoop  and  push 
upward  two  or  three  times  to  get  it  open. 

3.  Hands  on  hips,  climb  into  wagon.     Four  steps. 

4.  Shovel  the  coal. 

5.  Pull  up  coal  shute.     Stoop  with  feet  apart,  reach  forward  and 

pull  arms  in  hard.     Repeat  three  times. 

6.  Drive  home. 

7.  Breathing. 

MAKING    ICE   CREAM 

1.  Stir  ice  cream  before  freezing.     Seats  raised,  stand  between  seat 

and  desk  facing  front  of  room.  Stir  in  large  bowl  on  top  of 
desk. 

2.  Pour  mixture  into  freezer  on  floor  and  carry  down  stairs.     Care- 

ful high  steps  in  place. 

3.  Raise  hammer  over  shoulder  and  pound  ice  into  small  pieces  with 

hammer. 

4.  Pack  around  freezer.    Take  handfuls  from  box  on  floor  and  place 

in  freezer  on  desk. 

5.  Freeze  ice  cream.    Turn  large  handle  with  one  hand  and  then  the 

the  other. 

6.  Breathing. 


42 

BLACKSMITH 

1.  Take  off  horse's  shoes  by  pulling  out  nails. 

2.  Run  to  anvil.     Each  two  rows  around  one  row  of  desks. 

3.  Pump  the  bellows. 

4.  Pound  red  hot  shoe  on  the  anvil   (desk). 

5.  Put  shoes  on  horses'  two  front  hoofs. 

6.  Breathing. 

CIRCUS 

1.  One-half  of  class  are  elephants,  the  other  half  children.    Elephants 

and  children  face  each  other. 

Children  have  peanuts  in  large  bag  on  floor.  Stoop  down, 
get  a  handful  of  peanuts  and  throw  to  elephants.  Repeat 
several  times. 

Elephants  form  trunks  by  clasping  hands  in  front.  As 
peanuts  are  tossed,  they  swing  trunks  high  up  in  the  air,  catch 
peanuts  and  carry  them  to  mouth. 

2.  One  child  chosen  for  "Ringmaster."     (Teacher    may    be    "Ring- 

master.")    Other  children,  horses. 

Ringmaster  snaps  whip.  Horses  gallop  in  place.  Second  time 
whip  is  snapped,  trot;  third  time,  high  step. 

3.  Chariot  Race.    All  face  side  of  room.     Even  rows  stand  on  seats 

with  arms  stretched  out  driving.    Odd  rows  grasp  hands  across 
and  gallop  in  place. 

4.  All  form  band.     Two  rows  beating  drums,  two  playing  fife,  two 

rows  playing  trombone.     Each  two   rows  around  one  row  of 
desks,  keeping  in  step  with  music. 

5.  Two  rows  walking  around  one  row  of  desks    and    all    imitating 

some  clown's  -trick,  such  as  balancing  stick  on  chin,  juggling 
balls,  walking  tight-rope. 

6.  Breathing. 

JACK    FROST 

1.  Run  around  nipping  flowers  and  plants.     Each  two  rows  around 

one  row  of  desks.     First    snapping    fingers    up    high    nipping 
flowers  on  vines  and  then  nipping  the  plants  down  low. 

2.  Touch  leaves.    Reach  up  high  and  turn  over  leaves. 

3.  Spread  frost  powder  over  fields.    Stoop  and  scatter  it  all  around. 

4.  Cover  brook  with  thin  ice.     Each  two  rows  around  one  row  of 

desks.    As  they  come  to  brook  in  front  of  each  row  they  jump 
over  it. 

5.  Fairies  are  happy  over  their  work  and  dance  around.    Each  two 

rows  around  one  row  of  seats. 

6.  Tired  out.    Breathing. 

PICKING    SPRING   FLOWERS 

1.  North  wind  going  home,  so  grass  and  flowers  can  grow.     Run 

around  room,  one  row  at  a  time. 

2.  Rain  falling  to  make  ground  soft.     Raise  arms  high  at  side,  let 

them  fall  slowly  to  side  with  fingers  fluttering.    Rain  may  fall 
to  ground  (floor) ;  stoop  and  let  fingers  come  to  floor. 


43 

3.  Making  flowers  grow.    Bring  the  arms  in  close  to  body  and  stretch 

arms  upward. 

4.  Skip  to  the  woods  for  flowers.    Two  rows  around  one  row  of  desks. 

5.  Picking  flowers.     Stoop,  pick  a  few  flowers,    then    stand,    stoop 

again,  pick,  stand,  etc. 

6.  Kun  home. 

7.  Smell  flowers — deep  breathing. 

SNOW  MAN 

1.  Pull  on  rubber  boots.    Bend  knee  up  and  stretch  arms.     As  you 

stretch  knee,  bend  arms,  pulling  on  boot. 

2.  Snow  falling  outside.    Keach  up  and  bring  hands  lightly  down  to 

floor,  bending  at  waist. 

3.  Walking  through  snow.    Bend  knee  high  and  reach  forward  with 

foot.    Put  foot  down  and  straighten  up.    Kepeat  other  foot,  etc. 

4.  To  make  snow  man,  roll  balls  of  snow.     Stoop  down,  gather  up 

and  roll  to  front  of  room.  First  .make  body.  Kun  back  and 
roll  another  to  make  head,  etc.  (When  complete  have  a  child 
come  forward  for  snow  man.) 

5.  Make  snow  balls.    Kneel  on  one  knee  and  gather  up  handfuls  and 

press  hard  on  knee. 

6.  Throw  at  man,  first  L  then  K.     As  ball  hits  head  child  drops 

head  forward.  Then  one  arm  drops  and  then  the  other.  Finally 
legs  are  hit  and  child  drops  to  floor  in  a  heap. 

7.  Breathing  to  get  warm. 

IRONING 

1.  Gather  clothes.    Keach  up  and  take  off  clothes  pins.    Take  down 

clothes,  fold  and  lay  in  basket  on  ground. 

2.  Carry  clothes  basket  into  house   (basket  over  head).     Each  two 

rows  run  around  one  row  of  desks. 

3.  Sprinkle  clothes.     Shake  clothes,  spread  smoothly  on  desk  and 

sprinkle.    Koll  tightly. 

4.  Place  irons  on  stove.     Stoop  with  straight  back  and  bent  knees 

to  get  irons  beneath  stove.  Stand  up  straight  and  place  irons 
on  stove. 

5.  Iron  clothes.     Use  desk  as  table. 
(>.     Breathing. 

CHRISTMAS  TOYS 

1.  Jack  in  the  box.    Teacher  makes  downward  motion  with  hand  as 

if  closing  lid  of  box  and  all  children  stoop  down.  Kaises  hand 
quickly  and  children  jerk  up  to  standing  position. 

2.  March — Beating  drum. 

3.  Each  row  forms  a  train  of  cars. 

The  first  child  in  each  row  has  his  hands  on  his  hips.    Those  behind, 

place  their  hands  on  shoulders  of  child  in  front. 
Short  steps  around  on  toes,  making  "choo-choo"  of  engine. 

4.  Jumping  Jacks.    Teacher  makes  motion  as  if  pulling  a  string  up 

and  children  jump  into  air  with  feet  apart,  bringing  them  to- 
gether when  they  land.  Arms  are  brought  straight  out  to  side 
and  down  again  while  jumping. 


44 

5.  Shoot  off  toy  gun.    Kneel  and  pull  trigger  saying  "Bang." 

6.  Blow  up  new  football. 

SWIMMING 

1.  Jump  over  waves.     Join  hands  across  room    and    when    teacher 

claps  hands  it  is  a  signal  that  a  wave  is  coming  and  all  chil- 
dren jump. 

2.  Swim  around  room  making  swimming  motion  with  arms. 

3.  Climb  on  raft  (seat)  on  knees. 

4.  Jump  noiselessly  into  water,  backward. 

5.  Hop,  skip,  and  jump  on  beach  to  get  warm.    All  toward  front  of 

room  and  turning  around  return  to  place. 

6.  Breathe  in  salt  air. 

ENGINEER 

1.  Run  to  engine  house.    Each  two  rows  around  one  row  of  seats. 

2.  Polish  rods.     Standing  on  tip  toes  rub  imaginary  rod. 

3.  Climb  into  engine.    Take  three  steps  in  place,  bending  knee  high. 

4.  Shovel  coal  into  engine.     Facing  opposite  seat  as  if  it  were  coal 

car,  take  shovel  full  of  coal  and  put  in  engine.  (Own  seat.) 
Pull  bell.  Sit  facing  forward  in  seats,  leaning  over  aisle  as  if 
looking  out  of  window.  Pull  bell  cord  with  one  hand  saying 
"ding-dong." 

5.  Breathing. 

A  TRIP  TO  AN   ORCHARD 

1.  Walk  briskly  to  the  orchard. 

2.  Look  up  to  see  apples. 

3.  Stand  on  toes  and  reach  for  apples. 

4.  Climb  ladder  into  tree. 

5.  Pick  apples  and  toss  to  playmates. 

6.  Reach  up  and  shake  limbs. 

7.  Climb  down  ladders. 

8.  Jump  over  stumps. 

9.  Breathe  fresh  air. 

BUILDING  AN  ESKIMO  HOME 

1.  Eskimos  walk  through  snow  to  site  of  new  home. 

2.  Look  up  to  watch  snow  flakes  fall. 

3.  Draw  circles  with  bone  to  show  where  wall  is  to  be  laid. 

4.  Cut  blocks  of  ice  and  snow. 

5.  Lift  block,  carry  to  circle  and  lay  in  position. 

(Repeat  several  times). 

6.  Stamp  down  first  layer  of  blocks. 

7.  Place  other  layers. 

8.  Stoop  and  look  into  new  home. 

9.  Run  around  it. 
10.    Breathe. 


45 


TREES    IN    A    STORM 

1.  Children  run  out  to  play. 

2.  Blowing  of  wind. 

3.  Tree  tops  sway  in  wind.     (Bend  heads  backward  and  right  and 

left). 

4.  Leaves  quiver.     (Shake  hands  in  all  directions). 

5.  Limbs  sway.     (Swing  arms  sideward  and  upward). 

6.  Tree  bends.     (Bend  trunk  forward  and  sideward). 

7.  Kun  home  to  get  out  of  storm. 

8.  Breathe. 

KEEPING    STORE 

1.  Keach  up  for  wraps. 

2.  Look  to  left  and  right  for  cars. 

3.  Wave  to  car   (both  hands). 

4.  Kide  holding  straps  in  car. 

5.  Lift  boxes  of  blankets  from  high  shelf. 

6.  Shake  out  blankets  and  hang  up. 

7.  Measure  table  linen,  wrap  and  tie  up. 

8.  Reach  for  money  and  send  to  office. 

9.  Walk  home  to  dinner. 
10.  Breathe. 

WIND    IN    MARCH 

1.  Eeach  for  wraps  and  put  them  on. 

2.  Kun  out  doors. 

3.  Inhale  and  make  sound  of  wind  blowing. 

4.  Wind  makes  clothes  flop  on  line. 

5.  Wind  turns  weather  vane  (arms  at  side  turn  left  and  E). 

6.  Toss  kite  into  air — run   back  letting  out  string.     Pull,  guide — 

watch — then  wind  up  string. 

7.  Look  at  clouds  and  breathe. 


FIRST  GRADE 

SECOND  HALF  YEAR 

RHYTHMIC  PLAYS 


POINT    STEP    MARCH 


46 

Notes : 

In  couples,  joining  hands. 

Four  "mark  time'7  steps  in  place  alternating  with  point  step,  or 
around  in  a  hollow  square.  March  forward  4  counts  (2  measures), 
point  step  L  (1  measure),  K  (1  measure),  then  4  march  steps,  etc. 

Point  step, — • 

1.  Turn  toward  L  and  place  L  toe  two  foot-lengths  to  L,  ankle  ex- 

tended and  B  knee  bent. 

2.  Keplace  L  foot  and  stand  erect,  etc. 
March,  march,  march,  with  the  toe  pointed  so. 
Bound  the  room  in  step  we  go; 

With  the  toe  pointed  so. 
Eound  the  room  we  go. 
Turn  to  left  side,  turn  to  right, 
Is  it  not  a  pretty  sight? 
With  the  toe  pointed  so, 
Bound  the  room  we  go. 

HICKORY,   DICKORY,    DOCK 

(For  music,  see  Mother  Goose  Melodies) 

1.  "Hickory,  Dickory,  Dock." 

Wave  both  hands  right,  left,  right  while  singing 
Stamp  feet  twice  at  close  of  first  line. 

2.  "The  mouse  ran  up  the  clock." 

Three  running  steps  forward. 

3.  "The  clock  struck— One!" 

Pause  listening  until  "One!"    Then  clap  hands  sharply. 

4.  "And  down  he  ran." 

Three  running  steps  back  to  place. 
"Hickory,  Dickory,  Dock." 
Two  stamps. 

RIDE   A    COCK- HORSE 

(For  music,  see  Mother  Goose  Melodies) 

Formation:    Circle  around  room.    In  couples,  girls  behind  boys  with 
hands  on  boys'  shoulders. 

1.  "Bide  a  cock-horse  to  Banbury  Cross 

To  see  a  fine  lady  ride  on  a  white  horse." 
Eight  gallop  steps  forward. 

2.  "Bings  on  her  fingers." 

Face  partners,  raise  hands  high  over  head  and  wiggle  fingers; 
at  same  time  jump  twice  on  both  feet  in  place. 

3.  "And  bells  on  her  toes." 

tap  right  toe  forward  twice. 

4.  "She  shall  have  music  wherever  she  goes." 

Join  hands  with  partner,  turn  around  in  place  with  four  run- 
ning steps. 


47 


ALL  THE  BIRDS   HAVE   COME   AGAIN 


^ 


Singing  loo,  point  R  toe,  R  elbow  in  L  hand,  shake  finger. 
measures.) 

Singing  loo,  point  L  toe,  L  elbow  in  R  hand,  shake  finger. 
measures.) 

Step  and  bend  (R  forward).    Step  and.  bend  (L  forward). 

Step  and  bend  (R  forward).     Step  and  bend  (L  forward). 

Turn  to  L  and  make  a  bow. 

Turn  to  R  and  make  a  bow. 

Step  and  point  (L  backward,  point  R). 

Step  and  point   (R  backward,  point  L). 

Step  and  point  (L  backward,  point  R). 

Step  and  point   (R  backward,  point  L). 

Turn  to  partner  and  make  a  bow. 

Turn  to  front  and  make  a  bow. 

Sing  through  once  and  repeat  beginning  with  fifth  measure. 


(Two 
(Two 


A    SLEEPING   PRINCESS 

(See  Reference  6) 

MARUSAKI 


B 


1.  Marusaki   (1)  lives  in  far  Japan, 

She  wears  a  long  dress  and  waves  a  fan, 
When  (2)  she  makes  a  bow,  she  bends  so  low, 
She  (3)  sits  on  a  mat  on  her  heels  just  so. 

2.  She   (4)  learns  to  do  writing  with  a  brush, 
Always  very  careful,  never  in  a  rush. 

She  (5)  makes  a  low  bow  and  bids  us  come  (6) 
To  see  the  fete  of  chrysanthemum. 

3.  Then  (7)  away  we'll  haste  to  fair  Japan, 
Each  one  with  a  sunshade  and  a  fan ; 
When  the  visit's  over,  home  we'll  come, 
Each  one  bringing  home  a  chrysanthemum. 


48 

Notes : 

Stand  in  aisles  facing  seats. 

1.  E  hand  at  waist  (8  measures). 

2.  Begin  Japanese  bow  by  placing  one  hand  and  one  knee  on  same 

side  on  seat,  then  the  other  hand  and  knee;  drop  head  at  "low." 

3.  Sit  back  on  heels  and  remain  until  note  5. 

4.  Through  8  measures  hold  one  hand  as  if  holding  a  paper,  and 

make  printing  motions  with  other  hand. 

5.  Kise  to  knees  and  bow  heads. 

6.  Stand  with  hands  as  in  note  1. 

7.  Move  forward  for  the  first  line  of  stanza  3,  backward  for  second 

line,  etc.,  in  short  steps  on  toes  two  steps  to  a  measure. 

CHIMES    OP    DUNKIRK 


Formation:     In  a   circle  around   room,  partners   facing  each  other, 
hands  on  hips. 

Measures  1-2.     Stamp  E,  L,  E. 

Measures  3-4.    Clap  3  times. 

Measures  5-8.     Partners  take  hands  and  turn  each  other  once  around 

with  running  steps  in  place. 
Measures  1-8.    Eepeat. 

If  desired,  at  end  of  turn,  partners  may  change,  going 
forward  one. 

DID    YOU   EVER   SEE    A   LASSIE? 


l/V^lrrr 


jP  J  ;*rirri 


^ 


^ 


I 


^ 


The  children  stand  in  the  aisles.  One  takes  his  place  before  the  class, 
and  at  the  proper  time  goes  through  some  motion  which  the  children 
imitate  in  the  rhythm  of  the  song. 

Did  you  ever  see  a  lassie,  a  lassie,  a  lassie, 
Did  you  ever  see  a  lassie  do  this  way  and  that? 
Do  this  way  and  that  way,  do  this  way  and  that  way, 
Did  you  ever  see  a  lassie  do  this  way  and  that? 


49 


Activities  suggested.  Bowing,  alternating  to  right  and  left;  swinging 
folded  arms  in  front  of  the  body  as  if  rocking  a  doll ;  motion  as  if  wav- 
ing a  flag;  rocking-horse,  one  foot  a  short  step  forward,  hands  holding 
reins,  sway  forward  and  back  changing  the  weight  from  one  foot  to  the 
other,  etc.;  encourage  original  suggestions  from  the  children. 

Note:     "Laddie"  is  sung  if  a  little  boy  is  leader. 

THE    SHOEMAKER 

Danish 

N 


5  _+       _T    *: •_!_+-_    _*_  lA-r^J^ 

IB 


Formation:     Double  circle.    Partners  face  each  other. 

Measures  1-2.  With  arms  shoulder  high  and  hands  clutched,  roll  one 
arm  over  the  other  three  times.  Reverse  and  roll  three  times. 
"Winding  the  thread." 

Measure  3.  Pull  hands  apart  and  jerk  elbows  backward  twice.  "Pull- 
ing thread  tight." 

Measure  4.     Clap  hands  three  times. 

Repeat  measures  1  to  4.  On  measure  4  hammer  the  fists  three  times. 
"Driving  the  peg." 

Measures  5-8.  Join  inside  hands,  outside  hands  on  hips.  Skip  around 
the  ring. 

Repeat  from  beginning. 

LADS  AND  LASSIES 

(Music,  "Coming  through  the  Rye") 

5.       LADS    AND    LASSIES 

Six  or  seven  little  girls  (a  number  corresponding  to  the  number  of 
aisles  in  the  room)  take  places  at  the  front  of  the  room  near  the  wall, 
facing  the  class.  The  same  number  of  boys  stand  at  the  back  of  the 
room  facing  them,  and  as  the  first  verse  of  the  song  is  sung  the  boys 
and  girls  advance  toward  each  other,  meeting  half-way  down  the  aisle. 
They  bow,  then  join  right  hands,  and  with  a  sliding  motion  they  dance 
up  and  down  the  aisles  singing  "Tra-la-la,"  etc.  During  the  second 
7 


50 

verse  they  move  slowly  back  to  their  places,  waving  their  hands  as  they 
sing. 

Lads  of  this  street,  Lassies  that  street,  went  to  walk  one  day. 
When  they  met,  they  bowed  politely,  and  then  danced  so  gay. 
Cho.— Tra-la-la-la,  Tra-la-la-la-,  Tra-la-la-la-la, 

Tra-la-la-la,  Tra-la-la-la-la,  O  what  fun  to  play! 

Lads  of  this  street,  Lassies  that  street,  tired  of  their  play, 
Waved  good-by,  and  ran  home  blithely,  to  come  another  day. 
Cho.— Tra-la-la,  etc. 


FIRST  GEADE 

SECOND   HALF   YEAR 

MISCELLANEOUS  PLAYS  AND   GAMES 

DROP   THE    HANDKERCHIEF 

(Tag  game).  Players  in  a  circle  facing  in.  One  player,  who  is  called 
the  "runner,"  runs  around  outside  the  circle  and  drops  a  handkerchief 
on  the  floor  behind  some  player,  who  then  becomes  "chaser."  The  chaser 
tries  to  tag  the  runner  before  he  can  reach  the  vacant  place  the  chaser 
has  left.  Both  may  run  around,  across,  or  thru  the  circle.  If  the 
chaser  tags  the  runner,  the  latter  is  runner  again ;  if  not,  the  chaser  be- 
comes runner  for  the  next  game. 

This  can  be  played  in  the  schoolroom.  Players  sit  at  their  desks  and 
must  face  front.  Runner  goes  up  and  down  between  rows  and  drops 
handkerchief  on  the  desk  behind  the  one  who  is  to  be  chaser.  If  the 
runner  reaches  his  own  seat  before  the  chaser  tags  him,  the  latter  is 
runner  for  the  next  game. 

CROSSING   THE    BROOK 

(Individual  contest).  Draw  two  lines  on  floor  for  the  banks  of  the 
brook.  It  should  be  wider  at  one  end  than  at  the  other.  If  there  are 
many  players,  make  two  or  more  such  places.  The  players  form  in  line 
and  take  a  running  jump  across  the  brook.  Those  who  step  in  the  brook 
must  drop  out  of  line  to  dry  their  feet.  Those  who  are  successful  in 
the  jump  continue  around  a  course  and  jump  again.  Have  them  try  to 
jump  at  a  wider  place  than  at  first.  Standing  jump  may  be  used  also. 

i  SAY  STOOP. 

(Imitative).  A  leader  stands  before  the  class  and  says,  "I  say  stoop," 
at  the  same  time  stooping  and  rising,  as  in  making  a  deep  curtsy.  All 
the  players  must  stoop  also,  but  if  the  leader  says  "I  say  stand,"  they 
must  remain  standing.  When  the  leader  sees  any  player  stoop  at  the 
wrong  time  he  calls  that  player  to  the  front  and  that  one  becomes 
leader.  As  the  players  become  used  to  it  the  play  is  carried  on  more 
rapidly. 


51 

FOX    AND    SQUIRREL. 

(Tag  game).  Players  arranged  in  groups  of  four  as  in  "Squirrels 
in  Trees."  There  must  be  an  odd  squirrel  and  also  another  player 
who  is  the  fox.  The  fox  chases  the  odd  squirrel,  who  can  escape 
the  danger  by  going  in  a  tree,  since  foxes  cannot  go  there.  But  a  tree 
will  hold  only  one  squirrel,  hence  the  squirrel  in  a  tree  must  run  out 
as  soon  as  a  second  one  enters,  and  the  fox  has  one  squirrel  to  chase  all 
the  time.  Any  squirrel  tagged  by  the  fox  when  out  of  a  tree  becomes 
a  fox,  and  the  fox  then  becomes  a  squirrel  and  must  instantly  run  away 
and  get  in  a  tree  to  avoid  being  caught. 

SCHOOL    BALL 

(Imitative).  The  leader  tosses  a  ball  or  bean  bag  to  different  players, 
who  immediately  return  it  to  the  leader.  At  first  any  form  of  throw 
may  be  used;  later  the  ball  must  be  returned  by  the  kind  of  throw  the 
leader  uses.  Carelessness  may  be  corrected  by  having  those  who  miss 
leave  the  play,  but  this  is  not  best  for  all  the  time.  It  is  a  miss  to  drop 
the  ball  or  to  throw  it  beyond  the  reach  of  the  leader.  Encourage 
quick  and  unexpected  throws. 

GOOD    MORNING 

(Goal  game).  Players  in  a  circle.  One  player  goes  around  outside  of 
circle  and  taps  another  player  on  the  back.  They  run  around  opposite 
ways  and  on  meeting  on  the  other  side  of  the  circle  they  must  stop  and 
shake  hands  and  bow  and  say  "Good  Morning"  three  times  and  then 
go  on  in  the  same  direction  as  before.  The  one  reaching  vacant  place 
last  must  start  a  new  game. 

SQUAT  TAG 

Choose  one  player  to  be  "It."  Players  stand  in  any  irregular  places. 
The  one  who  is  "It"  tries  to  tag  players,  and  they  are  free  from  being 
tagged  as  long  as  they  hold  a  squatting  position,  (knees  bent).  When 
the  one  who  is  "It"  is  not  near  they  stand  up  again.  Each  player  may 
use  this  way  to  escape  being  tagged  three  times,  and  then  can  escape 
only  by  running.  Anyone  who  is  tagged  is  "It"  and  the  game  is  re- 
peated. 

ADVANCING    STATUES 

(Group  Contest).  Divide  players  into  two  equal  groups.  Place  the 
groups  on  opposite  sides  of  the  playing  space,  with  a  leader  between. 
Explain  that  each  player  is  to  be  a  live  player  when  the  leader  is  not 
looking  at  him,  but  must  be  an  immovable  statue  whenever  the  leader 
looks  that  way.  Players  advance  toward  the  leader  when  he  is  looking 
another  way,  and  he  sends  anyone  back  to  edge  of  play  space  if  he  sees 
him  moving.  The  side  which  first  reaches  the  center  of  the  play  space 
wins  the  contest. 


52 

FOX   AND  CHICKENS 

(Tag  game).  Choose  a  player  to  be  fox  and  another  to  be  the  mother 
hen.  The  other  players  are  chickens  and  all  form  in  line  behind  the 
mother  hen,  each  one  grasping  the  waist  of  the  one  in  front.  The  fox 
tries  to  tag  the  last  chicken ;  the  line,  led  by  the  mother  hen,  turns  and 
tries  to  keep  between  the  fox  and  that  chicken.  When  the  last  chicken 
is  tagged  he  becomes  fox  and  the  mother  hen  chooses  another  player  in 
her  place. 

HUNTSMAN 

(Goal  game).  Choose  a  leader  and  have  this  leader  march  around  in 
any  way  he  chooses,  having  all  the  players  fall  in  line  behind  him  and 
march  as  he  does.  When  the  leader  sees  that  all  are  in  line  and  away 
from  their  seats  he  calls  "Bang,"  when  all  scamper  for  their  own  seats. 
The  first  one  to  be  seated  in  his  own  seat  can  be  leader  next  time.  Each 
leader  starts  the  game  by  saying  "Who  would  like  to  go  with  me  to  hunt 
ducks?"  (or  bears,  rabbits,  foxes,  etc.) 

SQUAT   TAG 

(Tag  Game).  One  player  is  "It."  He  can  tag  any  one  who  is  play- 
ing unless  the  one  tagged  is  assuming  a  squatting  position,  with  knees 
deeply  bent.  A  player  can  have  but  three  "squats,"  then  he  can  be 
tagged  unless  he  can  escape  by  running.  Any  one  tagged  is  "It"  for  the 
next  time. 


Note:  In  the  following  material  fifteen  story  plays,  seven  rhythmic 
plays  and  seven  of  the  miscellaneous  plays  and  games  is  the  minimum 
number  to  cover  in  one  half  year.  In  each  of  the  three  kinds  of  work 
the  teacher  should  make  her  selections  to  fit  the  conditions  of  her  group 
of  children. 


SECOND  GRADE 

FIRST  HALF  YEAR 

STORY  PLAYS 

NUTTING 

1.  Walk  through  woods  on  tip-toes,  lifting  feet  high  on  account  of 

leaves. 

2.  Climb  over  stonewall.     Step  over  seat   (wall)   and  jump  quietly 

into  leaves  on  the  other  side. 

3.  Keach  up  and  shake  branch.    First  one  hand  and  then  the  other. 

4.  Pick  up  handful  of  nuts  and  put  in  bag.    Eeach  in  all  directions. 

5.  Bun  home  with  bag  over  shoulder. 

6.  Shake  nuts  out  of  bag. 

7.  Tired,  deep  breaths. 

COASTING 

1.  Drag  the  sled  up  the  hill.     Two  rows  around  one  row  of  desks, 

bending  knees  up  high  and  stooping  while  walking  with  hands 
in  back  as  if  holding  rope. 

2.  All  push  sled  and  jump  on.     Face  seat  and  push  it  with  both 

hands  while  taking  three  or  four  steps.  At  signal  one  hand  is 
put  on  desk  and  one  hand  on  back  of  seat,  children  jump  so 
that  they  sit  on  seat  with  knees  out  straight  in  front  of  them, 
facing  side  of  room. 

3.  Hold  ropes  tight  with  straight  arms,  but  pulling  first  one  arm  and 

then  other  as  if  to  steer  around  corner. 

4.  Jump  off.     They  jump  off  into  next  aisle.     Turn,  face  seat  and 

coast  down  hill  again.    Eepeat. 

5.  Toes  cold  so  jump  on  them. 

7.     Deep  breaths  and  blow  on  fingers  to  get  them  warm. 

MOVING 

1.  Carry  trunks  and  chairs  out  of  the  house  and  place  on  ground 

near  van.    Each  two  rows  around  one  row  of  desks. 

2.  Pile  furniture  into  van.     Face  desk   and  reach  over  with, both 

hands  to  take  furniture  from  man  on  ground.  Place  on  pile  in 
front  part  of  van. 

3.  Run  into  house.    Each  two  rows  around  one  row  of  desks. 

4.  Roll  up  rugs  and  carry  out  to  van. 

5.  Drive  horse  to  new  house.    Each  two  rows  run  around  one  row  of 

desks. 

6.  Breathing. 


55 


1.  Children  drive  to  field  for  pumpkins.     (Kunning  around  room). 

2.  Stoop  and  lift  up  very  heavy  pumpkins  and  place  one  at  a  time, 

in  cart. 

3.  Hurry  home. 

4.  Make  a  Jack  O'Lantern,  cut  off  top,   (pumpkin  very  large),  dig 

out  seeds  and  throw  them  away  off.  (Do  not  make  eyes,  nose 
and  mouth,  simply  say  that  now  they  are  ready  we  can  go  out 
with  our  Jack  O'Lanterns). 

5.  Eun  out  with  them  to  frighten  people. 

6.  Eeach  high  up  to  window.    Hear  some  one  coming  so  stoop  sud- 

denly. Kepeat.  Try  another  window  further  up  the  street. 
Window  much  higher  can  barely  reach  it. 

7.  Kun  home. 

8.  All  out  of  breath  from  hurrying  so — take  deep  breaths. 

AEROPLANE 

1.  Stooping,  crank  aeroplane,  first  with  one  hand    and    then    with 

other. 

2.  First  one  in  each  row  jumps  on  aeroplane  which  is    seat    as   in 

"Coasting."  Others  in  row  have  to  push  it  to  get  it  started. 
To  do  so  they  push  against  desks  with  both  hands  while  running 
in  place. 

3.  All  jump  on  aeroplane. 

4.  Sitting  on  desks,  make  the  arms  turn  the  large  wheel,  steering  it 

around  in  circles. 

5.  Breaks  down  over  a  lake.     All  fall    (jump)   down  and  swim  to 

shore. 

6.  Breathing. 

THE  SAILOR 

1.  Row  out  to  large  boat.    Sit  on  desks,  facing  back  of  room  feet  on 

seat. 

2.  Climb  rope  ladder  from  row  boat  to  deck  of  ship. 

3.  Pull  up  the  anchor.     Stand  with  feet  apart  leaning  over  bow  of 

ship  (desk)  and  with  long  pulls,  first  one  hand  and  then  the 
other,  raise  the  anchor. 

4.  Hoist  flag  or  sail. 

5.  Load  cannon  for  practice.     Shoot  at  target. 

6.  Sailor's  Hornpipe.     R  hand  at  waistline    front,    L    at   waistline, 

back.     Step  on  R  and  hop  on  R.    Repeat  L. 

7.  March  on  deck  (around  room)  and  back  to  place.    Salute  Captain, 

who  stands  in  front  of  room. 

MAKING   CIDER 

1.  Pick  apples  and  put  in  barrel. 

2.  Lift  barrel  on  wheelbarrow.      Every    other    one    faces    around. 

Couples  stoop  and  lift  heavy  barrel  on  barrow  (seat). 

3.  Push  wheelbarrow  to  shed.    Around  room  and  back  to  places. 


56 

4.  Empty  barrel  into  cider  press.    Take   apples   out   of  barrel    and 

reach  up  and  down  into  press. 

5.  Turn  handle  of  press.    First  one  hand  and  then  the  other. 

6.  Breathe  in  fresh  air. 

FARMERS   GETTING   READY  FOR   MARKET 

1.  Two  rows  go  around  one  row  of  desks,  pulling  up  heads  of  lettuce ; 

each  time  after  pulling  put  the  head  on  desk. 
Other  rows  do  same,  pulling  up  beets,  cabbages  or  celery.    Brings 
in  stooping  and  stretching. 

2.  Walk  around  gathering  the  same  into  boxes. 

3.  Pile  boxes  onto  market  wagon.     About  ten  boxes. 

4.  Drive  wagon  to  market. 

5.  Breathing. 

COUNTRIES 

1.  Make  the  windmills  in   Holland.     Two   children  stand  back  to 

back  with  their  arms  held  diagonally  up  at  side,  left  arm  at 
side.  As  they  bring  their  right  arm  to  side  the  left  arm  goes 
up.  This  movement  is  continued  together.  Children  are  all 
divided  into  couples  for  this. 

2.  Venetians  poling  gondola.     Bring  arms  forward  and  back  on  the 

right  side  as  if  pushing  gondola.    Repeat  on  left  side. 

3.  Scotchmen  playing  bag  pipes.    Walk  around  taking  deep  breaths 

and  playing  some  tune. 

4.  Swiss  climbing  the  mountains.     Walk  around  with  high  steps, 

using  mountain  stick  to  help  them. 

5.  Japanese  walking  in  short  quick  steps. 

6.  Breathing. 

CUTTING    THE    GRASS 

1.  Running  lawn  mower.     Walk  around  pushing  lawn  mower  with 

both  hands  and  making  "Br-r-r"  to  imitate  sound  it  makes. 

2.  Baking  the  grass.     (Facing  front  of  room.)     Reach  forward  and 

to  either  side  with  long  strokes. 

3.  Pick  up  big  armfuls  and  put  into  wheelbarrow. 

4.  Run  with  wheelbarrow  to  large  pile  of  grass.     (Around  room  and 

back  to  place.) 

5.  Empty  wheelbarrow  by  taking  out  large  armfuls  and  throwing 

over  on  pile. 

6.  Breathing. 

REPAIRING  STREETS 

1.  Chop  cement  with  pick  axe.     With  one  foot  forward  swing  pick 

axe  high  over  one  shoulder  and  then  to  ground. 

2.  Dig  cement  and  throw  into  wagon.     Scoop  heavy  shovelfuls  by 

bending  close  to  the  ground  and  straighten  up  as  they  throw 
cement  into  the  wagon. 

3.  Drive  wagon  away.    Each  two  rows  run  around  one  row  of  desks. 

4.  Empty  wagon.    Standing  near  desk  push  lever  with  one  hand. 


5.  Fill  wagon  again. 

6.  Breathing. 


57 


SNOW   FORT 


1.  Walk  through  field  of  deep  snow.    Each  two  rows  around  one  row 

of  desks  bringing  knees  up  high.    Shovel  held  over  one  shoulder. 

2.  Shovel  snow  into  big  piles  to  make  the  fort. 

3.  Pat  it  down  hard  on  top  with  the  shovel.     This  is  done  up  high 

and  around  in  a  circle  as  if  fort  surrounded  them. 

4.  Snowball  fight.    One  half  of  the  room  against  the  other  half.    All 

make  snowballs,  then  one-half  throw  them  at  others  While  the, 
latter  dodge  them  or  drop  down  behind  desks  at  each  throw. 

5.  Eepeat;  the  first  side  dodging  and  second  side  throwing. 

6.  Walk  home  through  deep  snow. 

7.  Take  in  deep  breaths  of  cold  air. 

MAKING    HAY 

1.  Walk  around  cutting  grass  with  scythe.     Make  large  sweep  with 

both  arms  and  make  swishing  noise  as  grass  is  cut. 

2.  Driving  the  horse-rake  around  field. 

3.  Pitch  hay  into  cart. 

4.  Drive  hay  rack  home. 

5.  Breathing. 

NEWSBOY 

1.  Run  from  school  to  store  to  get  papers.      Each    two    rows    run 

around  one  row  of  desks. 

2.  Reach  up  and  take  papers  down  one  at  a  time,  each  child  counting 

to  himself  and  putting  papers  in  a  neat  pile  on  floor. 

3.  Walk  from  house  to  house  folding  papers  and  throwing  them  onto 

porch.     Each  two  rows  walk  around  one  row  of  desks  and  at 
every  other  desk  fold  a  paper  and  give  it  a  hard  throw. 

4.  Run  home.     Each  two  rows  run  around  one  row  of  desks. 

5.  Reach  up  and  place  pennies  one  at  a  time  into  a  bank  on  shelf. 

6.  Breathing. 

AUTUMN   IN  THE    WOODS 

1.  Skip  to  the  woods. 

2.  Walk  in  deep  sand. 

3.  Look  up  into  trees  to  see  bright  leaves. 

4.  Raise  arms  and  let  leaves  fall  on  hands. 

5.  Gather  leaves  and  toss  into  pile. 

6.  Run  and  jump  into  pile  of  leaves. 

7.  Raise  arms  and  inhale  fresh  air. 

ICE  PLAY 

1.  Reach  up  high  for  cap,  coat,  mittens,  and  put  them  on. 

2.  Pull  on  boots,  leggings,  etc. 

3.  Run  to  the  lake.     Jump  over  a  log  on  the    way.      (Put   pointer 

over  two  small  chains  or  use  rope.) 


58 

4.  Put  on  skates.    Skate  singly  and  by  twos. 

5.  Saw  blocks  of  ice.     (Men  are  gathering  it  for  ice  houses.) 

6.  Haul  into  sleds  with  pulleys. 

7.  Warm  hands  and  arms.      (Swing  arms  around    and    let    hands 

strike  opposite  shoulders.) 

8.  Warm  feet.     (Run  in  place.) 

9.  Skip  home. 

10.     Breathe  fresh  air. 

THE    WOODMAN 

1.  Reach  up  for  caps,  coats,  mittens  and  axes. 

2.  Wade  through  deep  snow. 

3.  Look  up  at  trees. 

4.  Chop  down  trees. 

5..    Saw  them  into  logs  with  cross-cut  saws. 

THE  MASON 

1.  Put  on  coat  and  hat  and  start  for  work.     (Reach   up   for   these 

things. ) 

2.  Sift  sand  through  large  screen. 

3.  Mix  mortar. 

4.  Hoist  stones  on  pulley. 

5.  Climb  ladder  with  mortar. 

6.  Lay  brick  on  stone,  tap  and  fit  in  place. 

7.  Walk  home. 

8.  Breathe. 

SNOW  PLAY 

1.  Reach  up  for  cap,  coat,  mittens  and  put  them  on.     (Reach  high.) 

2.  Pull  on  boots. 

3.  Skip  out  to  play. 

4.  Look  up  to  see  flakes  fall.    Let  them  fall  on  face  and  chest.     (3 

times). 

5.  Raise  arms  and  let  flakes  fall  on  palms.     (3  times). 

6.  Throw  snowballs  at  snow  man   and  knock  him  down.      (Throw 

with  each  hand  3  times.) 

7.  Warm  feet  and  whole  body.     (Run  in  place.) 

BROWNIES'  PARTY 

1.  Wind  blows — calling  brownies. 

2.  Brownies  run  to  party  in  woods. 

3.  Look  up  to  see  if  moon  shines  and  to  see  stars. 

4.  Raise  arms  to  catch  leaves  as  they  fall. 

5.  Gather  leaves  and  scatter. 

6.  Run  thru  leaves. 

7.  Wind  blows  telling  brownies  party  is  over   (breathing). 


59 


SECOND  GRADE 

FIRST    HALF  -YEAR 

RHYTHMIC  PLAYS 

The  object  here  is  to  train  rhythm  and  co-ordination.  The  children 
supply  their  own  music  by  singing.  A  good  way  to  give  these  exercises 
is  first  to  teach  the  children  the  tune  while  they  are  seated  using  the 
words  that  describe  the  movements,  as  "Step  and  Bend,  Slide  and  Bow" 
etc.  The  next  step  is  to  teach  them  to  go  through  the  movements  of  the 
feet  with  the  hands  on  the  desks.  This  is  because  the  co-ordination  of 
the  hands  and  arms  is  so  far  ahead  of  that  of  the  feet  and  legs.  Then 
combine  the  singing  and  hand  work,  and  they  are  ready  to  stand  and 
try  it  with  their  feet.  When  this  method  is  used  the  whole  exercise 
should  be  learned  in  sections,  because  during  each  lesson  the  children 
should  be  on  their  feet  part  of  the  time. 


GOING   WALKING 


* 


.ju  J   r  i?  j 


jl  j  J I  j-  jl  j   J   ^ 


r>  r 


As  we  were  walking  down  the  street, 

We  saw  the  people  walking, 

And  ev'ry  time  a  friend  they'd  meet, 

'Twas  thus  they  all  were  talking. 

They  talked  just  so,  They  talked  just  so, 

And  ev'ry  time  a  friend  they'd  meet, 

'Twas  thus  they  all  were  talking. 

GLEANERS 

(See  Reference  6) 

ROCHESTER    SCHOTTISCHE 


Lr  rr  If'-rTJ 


60 

Step,  bend,  (R  sideways,  L  behind;  L  hand  coming  forward). 

Step,  bend,   (L  sideways,  R  behind;  R  hand  coming  forward). 

Turn  together,   (quarter  turn  to  R,  hands  at  waist). 

Turn  together,   (quarter  turn  to  L,  hands  at  waist). 

Step  and  bend,  (R  sideways,  L  behind;  L  hand  coming  forward). 

Step  and  bend,  (L  sideways,  R  behind;  R  hand  coming  forward). 

Turn  together,  (quarter  turn  to  R,  hands  at  waist). 

Turn  together,  (quarter  turn  to  L,  hands  at  waist). 

Slide,  slide,  slide,  and  bend   (R). 

Slide,  slide,  slide,  and  bend  (L). 

Slide  and  slide  and  slide  and  bend  (R). 

Slide  and  slide  and  bow. 

May  be  danced  singly  or  in  couples. 

LONDON    BRIDGE 

(For  music,  use  the  old  tune  or  any  4  time) 

4 

1.  London  Bridge  is  falling  down, 

Falling  down,  falling  down. 
London  Bridge  is  falling  down, 
My  fair  lady! 

2.  Build  it  up  with  iron  bars, 

Iron  bars,  iron  bars. 
Build  it  up  with  iron  bars, 
My  fair  lady! 

1.  Facing  side  of  room.    Slide  and  slide  (L),  step  and  bend  (L  side- 

ways). Step  and  bend  (R  sideways),  step  and  bend  (L  side- 
ways). Slide  and  slide  (R),  step  and  bend  (R  sideways). 
Beginning  with  foot  toward  back  of  room,  take  two  steps  in 
place,  at  same  time  turning  to  face  front  of  room  and  point  L 
forward. 

2.  Facing  front  of  room.     Point  L  forward,  point  L  sideways,  step 

L  forward,  bring  heels  together.  Repeat  with  R  foot.  Repeat 
with  L  foot.  Step  to  side  (L)  and  bow. 

JACK  TAR 


i  JIJ  •  «i  JU 


1.     (1)  Jack  Tar  is  (2)  a  jolly  rover, 
Always  sailing  salt  seas  o'er; 
Blue  sea  sunny,  gray  sea  gloomy, 
All's  the  same  to  gay  Jack  Tar. 

Chorus,  — 

Heave    (3)    ho!     Heave  ho! 

Now  my  hearties  join  the  hornpipe,  grasp  the  oar. 

Heave  (4)  ho!    Heave  ho! 

Now  my  hearties  till  we  sight  the  land  once  more. 


61 


2.     All   (5)   the  sounds  and  sights  of  ocean, 
Waves'  low  song  or  billows'  roar;  . 
Distant  sail  (6)  or  white-  winged  sea-gull, 
All's  the  same  to  gay  Jack  Tar.     (Cho.) 

1.  Starting  position,  L  hand  closed,  held    at    arms    length   upward. 

Motion  downward  and  bend  knees,  R  arm  upward  at  the  same 
time. 

2.  R  hand  moves  down  and  L  up  at  the  same  time.    Continue  through 

first  stanza. 

3.  With  folded  arms  move  forward  on  heels  with  short,  quick  steps 

in   time  to  music.     In  fourth  measure,  extend  arms  forward, 
downward  and  place  E  toe  backward  on  floor. 

4.  Bend  and  extend  arms  in  the  next  4  measures,  as  if  rowing;  at 

the  same  time,  stepping  backwards  on  toes  to  place,  R  foot  lead- 
ing, each  step  in  time  with  arm  motions. 

5.  Through  4  measures,  poise  with  trunk  bent  forward;  L  foot,  with 

knee  slightly  bent,  placed  forward;  R  toe  touching  floor  behind 
and  L  hand  shading  eyes. 

6.  Same  to  R.     (4  measures). 

Repeat  chorus.     Motions  same  as  in   (3). 

REDOWA 


£E£EEi 


J    J     *    Jl 


£=£ 


3^FF 


=  =£ 


Point  forward  (R),  arms  at  side. 

Point  backward  (R),  arms  over  head. 

Step  and  step  and  step  together  (R,  L,  R,  hands  at  waist). 

Point  forward  (L),  arms  out  at  side. 

Point  backward   (L),  arms  over  head. 

Step  and  step  and  step  together  (L,  R,  L,  hands  at  waist). 

Step  and  point  (R  backward,  point  L,  hands  at  waist). 

Step  and  point  (L  backward,  point  R,  hands  at  waist). 

Step  and  point  (R  backward,  point  L,  hands  at  waist). 

Step  and  point  (L  backward,  point  R,  hands  at  waist). 

Step  to  side  (R),  hands  over  head. 

Step  to  side  (L),  hands  over  head. 

Step,  make  a  bow. 


62 

BYE-LO  SONG 


rt"  "  LLT  •'  J' 

j    /  J.  =£^    J   J    J 

/Ip^n     +     f     0      ±  

j  j~3  j  1  j  j  i    ill 

Tl  J  «r  J  F^ 

0*  T     |     J      * 

pf"  j  J  j  =^= 

*    *    +       J  ,        *     ~     A       J'     * 

*    »                       ^    * 

rCf)        "*                                   *  ' 

-       J     J      J       J.       Jl   *    «*  

*=  •»    J   J.  

1.  When  (1)  little  children  go  to  sleep, 
Floating  (2)  on  slumber  ocean  deep, 
Mother-love  (1)   guides  the  cradle-boat 
Over  (2)  to  dreamland  shore  remote. 
Float  (3),  float  little  boat. 

Over  to  dreamland  shore  remote. 

Float,  float  little  boat. 

Over  to  dreamland  shore  remote. 

2.  Close  thy  sweet  eyes  and  thou  wilt  see 
All  the  bright  flowers  on  dreamland  tree; 
Dream  flowers  can  only  open  wide 
When  other  things  in  sleep-shadow  hide. 
Float,  float,  etc. 

1.  Hands  on  hips;  touch  L  toe  forward  twice  in  first  measure,  step 

forward  L  and  bring  R  even  in  second  measure.    This  is  double 
follow-step. 

2.  Double  follow-step  forward   (R). 

3.  Arms  in  position  of  holding  child,  balance  step  once  in  each  meas- 

ure to  end. 

Stanza  two, — 

Double-follow-step  backward  to  place.     (4  times). 
Second  chorus, — 

Arms  in  holding  position,  swing  side  to  side,  humming. 
In  last  4  measures  bend  forward  and  place  child  in  bed;  then  rise 

slowly,  hands  in  front,  open,  palms  down. 

LITTLE   SISTER  COME   WITH    ME 

From  Games  and  Song  Plays  by  Win.  Stecher 
Permission  John  Joseph  McVey,  Publisher 


J 


63 

With  our  heads  we  nod,  nod,  nod, 
With  our  fingers  shake,  shake,  shake, 
With  our  feet  we  tap,  tap,  tap, 
With  our  hands  we  clap,  clap,  clap, 
Then  we  dance  and  then  we  sing, 
Then  we  gladly  dance  and  sing. 

Children  in  circle  by  twos,  arms  crossed  so  both  hands  are  grasped. 
While  singing  first  part,  march  around  in  circle. 

"With  our  heads  we  nod,"  etc.    Imitate  all  movements  made. 
"Then  we  dance,"  etc.     Skip  around  circle. 
"With  our  feet,"  etc.     Imitate  all  movements. 
"Then  we  dance,"  etc.     Skip. 

FARMER    AND    HIS    HOUSE    WIFE 

(See  Keference  17) 

BRIAR   ROSEBUD 

(See  Reference  17) 


SECOND  GEADE 

FIRST    HALF   YEAR 

MISCELLANEOUS  PLAY  AND  GAMES 

MARCHING   TO    JERUSALEM 

(Goal  Game).  Alternate  rows  stand.  At  a  signal  from  the  teacher 
they  march  around  their  own  row  of  seats.  When  the  teacher  claps  her 
hands  each  player  sits  in  the  nearest  seat.  At  the  signal  to  stand  those 
in  front  seats  must  remain  seated.  The  play  continues,  those  in  second 
seats  remaining  seated  next  time,  then  third,  fourth,  etc.,  until  the  last 
two  players  in  the  row  race  for  the  remaining  seat  when  teacher  claps 
hands.  This  can  be  played  with  chairs,  one  less  than  the  number  of 
players,  chairs  arranged  in  two  rows  back  to  back,  one  row  facing  front 
or  alternate  right  and  left,  or  in  a  circle  with  backs  toward  center. 
When  a  piano  is  available,  use  a  chord  as  a  signal  to  stand,  players 
begin  marching  when  the  music  begins  and  take  seats  when  it  stops. 

THE   KING'S   LAND 

(Tag  Game).  Mark  a  space  for  the  King's  land  and  select  a  player 
to  fcfe  King.  The  other  players  try  to  tease  and  annoy  the  King  by 
stepping  on  his  land  while  he  tries  to  tag  them.  One  who  is  tagged  be- 
comes King  and  the  game  continues.  For  a  variation  the  players  some- 
times join  hands  and  march  up  toward  the  King,  who  is  seated  on  his 
throne,  keeping  step  with  the  words, 


64 

"I'm  on  the  King's  Land,  the  King's  not  at  home, 
The  King  cannot  catch  me  till  I  say  'Come.' " 

At  the  word  "Come"  the  King  gives  chase. 

DOUBLE  PASS 

(Imitative).  Like  "Circle  Ball"  (First  Grade)  except  that  a  leader 
is  placed  in  the  center  of  the  circle  and  directs  the  play.  The  leader 
passes  the  ball  or  bag  to  any  player;  that  player  passes  it  to  any  other 
player;  the  second  player  must  pass  it  back  to  the  leader.  After  a 
dozen  plays  or  so  the  teacher  asks  the  leader  to  choose  another  leader 
and  the  previous  leader  goes  in  the  line.  Encourage  alertness  and  ac- 
curate tossing  and  catching. 

THE    WEE    BOLOGNA    MAN 

(Imitative).  This  is  like  "I  Saw,"  (See  First  Grade)  but  several 
leaders  are  chosen  beforehand  and  stationed  at  the  front  or  near  it,  so 
as  to  be  ready  to  take  part  quickly  in  turn.  As  soon  as  one  leader  is 
through  he  returns  to  his  place  and  the  next  comes  quickly  forward 
and  begins.  In  place  of  naming  or  describing  the  action,"  as  in  "I 
Saw,"  the  leader  performs  it  in  rhythm  with  the  following  rhyme: 

"I'm  the  Wee  Bologna  Man,  Always  do  the  best  you  can 
to  follow  the  Wee  Bologna  Man." 

The  actions  imitated  may  be  any  kind  of  gymnastic  exercises,  athletic 
feats,  forms  of  labor,  playing  musical  instruments,  actions  of  animals, 
etc.  Each  leader  continues  to  lead  the  class  for  a  few  moments,  the 
length  of  time  to  be  determined  from  time  to  time  by  suggestions  from 
the  teacher,  and  promptly  followed  by  the  next.  Success  depends  on 
ingenuity  of  leaders  in  choosing  themes,  accuracy  of  imitation,  so  that 
the  others  can  understand  what  was  meant,  and  promptness. 

GROUP   RACING 

(Group  Contest).  Players  in  a  row  of  seats  form  a  group.  Two  rows 
race  to  find  which  can  run  entirely  around  own  row  and  be  seated  again. 
The  winners  of  two  such  races  compete  in  same  way,  thus  finally  find- 
ing champion  row  for  the  day.  In  every  race  each  player  must  go  clear 
around  the  row  of  seats  to  which  he  belongs,  seating  himself  from  the 
side  where  he  arose. 

SCHOOLROOM  TAG 

Mark  a  circle  on  floor  in  front  of  desks.  Choose  a  player  to  be  "It." 
He  stands  near  but  not  in  the  circle  and  calls  the  names  of  three  play- 
ers. The  players  must  rise  and  try  to  reach  the  circle  without  being 
tagged.  They  may  run  in  any  aisle  in  either  direction.  The  first  one 
tagged  is  "It"  and  the  game  continues  as  before.  If  none  are  caught, 
three  more  are  named.  Encourage  naming  players  who  have  not  been 
called. 


65 

THE   SERPENTINE   MAZE 

(Imitative).  Players  all  in  single  file,  teacher  leading.  Each  player 
reaches  right  hand  forward  to  player  next  in  front  and  left  hand  back, 
grasping  hands.  March  forward,  circling  to  left  and  winding  up  into 
a  spiral.  When  tightly  wound,  last  player  should  lead,  all  turn  about 
to  left  and  wind  up,  circling  to  right.  Several  variations  should  be 
used  later: 

(1)  Same   as   first    method    without   grasping   hands. 

(2)  When  wound  as  far  as  possible  and  leave  enough  space,  teacher 
circles  right  from  center  of  spiral  and  line  follows,  passing  out  in  a  re- 
verse spiral;  this  is  done  first  grasping  hands  and  later  without. 

(3)  When  leader  reaches  center  of  spiral,  tight  wound,  she  signals 
to  players  in  some  direction  and  they  lift  arms,  forming  arches,  under 
which  the  line  may  pass,  teacher  leading ;  hands  are  kept  grasped  in  this 
case. 

TAG   THE   WALL   RELAY 

(Relay  Kace).  This  is  like  "Racing,"  (See  First  Grade),  but  more 
continuous.  Two  or  more  rows  compete.  The  player  in  the  back  seat 
rises  at  a  signal  from  the  teacher,  runs  forward  down  the  aisle,  tags  the 
wall  at  the  front  of  the  room,  and  returns  to  his  seat.  As  soon  as  he 
has  reached  his  seat  the  player  next  in  front  of  him  does  the  same,  the 
relay  being  complete  when  each  player  in  turn  has  run.  The  line  whose 
front  player  is  seated  first  wins. 

TEACHER   AND    CLASS 

(Imitative).  Similar  to  School  Ball  (See  First  Grade,  Second  Half). 
A  leader  is  chosen  for  each  group  of  8  or  10  players,  the  players  in  a 
line  and  the  leader  8  or  10  feet  away  at  the  side.  A  row  in  the  school- 
room may  be  taken  as  a  group,  with  a  leader  standing  in  front.  The 
leader  tosses  the  ball  or  bean  bag  to  the  players  in  turn,  beginning  at 
the  head.  Any  player  missing  goes  to  the  foot.  If  the  leader  misses  he 
goes  to  the  foot  and  the  one  at  the  head  becomes  leader.  If  the  ball 
goes  twice  around  and  the  leader  does  not  miss,  he  goes  in  the  line  just 
above  those  who  have  missed  and  the  head  player  becomes  leader. 

DO  THIS,   DO  THAT 

(Imitative).  Like  "I  Say  Stoop,"  (See  First  Grade,  Second  Half  Year) 
with  greater  variety.  The  leader  makes  a  movement,  at  the  same  time 
saying  "Do  This"  or  "Do  That."  If  he  says  "Do  This,"  all  the  players 
must  imitate,  but  if  he  says  "Do  That"  they  must  stand  still.  Any 
gymnastic  movement  or  other  suitable  exercise  may  be  used.  When 
the  leader  sees  anyone  make  a  mistake  he  calls  that  one  up  to  be 
leader. 

BROWNIES    AND    FAIRIES 

(Tag  Game).  Two  goals  30  to  40  feet  apart;  the  players  in  two  equal 
groups  stand  in  the  goals.  One  group  (fairies)  turn  backs  while  the 
others  (brownies)  creep  up  as  quietly  as  possible.  One  fairy  is  watch- 
ing and  when  they  are  near  calls,  "Look  out  for  the  brownies."  The 
fairies  then  chase  the  brownies  to  their  goal  and  tag  as  many  as  they 
can.  All  who  are  caught  are  fairies.  Then  brownies  turn  backs  and 
fairies  come  up  quietly,  etc.  The  side  having  greatest  number  at  end 
of  time  wins. 
9 


SECOND  GRADE 

SECOND    HALF    YEAR 

STORY  PLAYS 

^COMING  TO  THIS  COUNTRY 

1.  Rowing  out  to  large  boat.     Sitting  on  desks,  facing  back  of  room, 

feet  on  seat. 

2.  Climbing  ladder  to  get  into  boat.     One  hand   reaching  up  and 

opposite  knee  bent  high,  bend  arm  and  put  foot  on  floor,  stretch 
arm  and  raise  other  foot. 

3.  Pulling  up  anchor.     One  foot  forward,  stoop  and  pull  first  with 

one  hand  and  then  with  other,  leaning  over  desk. 

4.  Hoisting  sails.    Eeach  up  with  one  hand,  pull  down  and  at  same 

time  put  other  up,  etc. 

5.  High  waves  make  boat  go  up  and  down.    Rising  and  sinking  on 

toes,  and  when  it  gets  very  rough  bend  the  knees. 

6.  Kow  to  shore. 

7.  Breathing  after  hard  row. 

CLEAN    HOUSE 

1.  Open  windows.     Starting  level  of  head,  push  up. 

2.  Roll  up  rugs.     Stooping  and  walking  forward  a  few  steps. 

3.  Take  out  of  doors  over  shoulder.     Run  around  room  one  row  at 

a  -time. 

4.  Beat  them.     Kneeling  with  stick  in  each  hand. 

5.  Shake  them,  standing. 

6.  Sweep  house. 

7.  Get  dust  out  of  lungs.     Breathing. 

LINCOLN'S  HOME 

1.  Run  out  to  wood  pile  to  gather  sticks  for  fire.     Each  two  rows 

around  one  row  of  desks.    Gather  an  armful  of  sticks  and  then 
run  around  again  to  take  them  into  the  house. 

2.  Get  water  from  well.     Lower  bucket  into  well  and  then  raise  it, 

pulling  hard,  for  it  is  very  heavy  when  filled  with  water. 

3.  Walk  out  to  split  rails.    Each  two  rows  walk  around  one  row  of 

desks  with  axe  thrown  over  the  shoulder.     Have  to  step  over 
many  rocks. 

4.  Split  rails.    Have  to  raise  axe  high  and  bring  down  hard. 

5.  Tired.     Breathing. 

PILGRIMS  II 

,    Getting  log  cabins  ready  to  live  in.     Winter  time  and  snow  on  the 
ground. 


67 

1.  Run  to  woods  dragging  sledges.    Hands  behind  as  if  holding  rope. 

2.  Chop  down  trees.     One  foot  forward,    swing    axe    over    opposite 

shoulder,  then  chop,  stooping  way  over  as  you  do  so. 

3.  Lifting  on  sledges.    Every  other  one,  facing  the  back  of  the  room 

and  all  stooping  together,  pick  up  carefully  and  place  on  sledge 
at  side. 

4.  Dragging  them  home.     First  child    drags    and    stoops    forward 

when  walking,  hands  held  behind  back.  Next  child,  about,  three 
feet  behind,  stoops  and  pushes. 

5.  Want  fire  to   cook  food,  so  saw  wood  before  starting  to  .build. 

Every  other  one  faces  the  back  of  the  room.  First  puts  R 
foot  out  and  holds  arms  forward.  One  facing  him,  puts  L  foot 
out  and  bends  arms.  As  first  bends  arms,  the  one  facing  him, 
stretches  his,  etc. 

6.  Kneel  and  blow  fire. 

BASE    BALL    GAME 

1.  Teacher  throws  ball  and  children  jump  into  air  to  catch  it.    Re- 

peat, children  jumping  and  reaching  to  side  as  well  as  up,  to 
catch  it.  A  child  may  be  chosen  to  act  as  pitcher. 

2.  Every  time  they  catch  it  they  throw  it  back  to  the  pitcher. 

3.  Pitcher  throws  the  ball  and  children  bat  it,  having  two  strikes 

and  several  fouls  before  they  hit  it  for  a  run. 

4.  Make  a  home  run  by  each  two  rows  running  around  one  row  of 


5.  Throw  caps  in  air  because  game  is  won. 

6.  Side  wins,  so  breathe  deeply  and  cheer,  rah,  rah,  rah  while  waving 

caps. 

— ON  A  FARM 

1.  Run  from  car  to  farmhouse.    Each  two  rows  run  around  one  row 

of  seats. 

2.  Pump  cool  water  from  well. 

3.  Feed  chickens.    Left  arm  holds  box.    Right  hand  takes  grain  from 

box  and  throws  it  over  high  fence. 

4.  Climb  ladder  into  hay  loft. 

5.  Pitch  hay  into  stall  below.    With  one  foot  forward  lift  hay  with 

pitch  fork  and  thrust  forward  into  chute.  After  repeating 
several  times  ram  pitch  fork  hard  dowTi  chute  to  be  sure  hay 
goes  down  to  stall. 

6.  Climb  down  ladder. 

7.  Run  into  house.    Each  two  rows  run  around  one  row  of  desks, 

8.  Breathing. 

PILGRIMS    III 

After  having  brought  the  logs  and  built  the  body  of  the  cabin  we  have 
to  get  the  rushes  for  the  roof. 

1.  Run  to  swamp  where  rushes  are.     Around  room. 

2.  Use  sickle  and  cut  rushes.     Facing  sideways  take  a  side  step, 

stoop  and  cut.     Stand  erect  and  repeat  movements. 

3.  Arms  full  of  rushes,  run  back. 


68 

4.  Build  fireplaces.    Lift  rocks  on  desks. 

5.  Starting  to  build  fences.     Digging  holes  for  posts.     One  foot  on 

spade,  hands  on  handle,  push  down,     Stoop,    straighten,    and 
toss  over  shoulder. 

6.  Driving  in  post.     Take  large  hammer  and  lift    high    with    both 

hands  and  bring  down. 

7.  Breathing  because  so  tired. 

FARMER'S  GARDEN 

1.  Plowing  fields.     Walk  around  driving  horses,   clucking  to  them 

occasionally. 

2.  Sowing  seeds  in  wheat  field.    One  arm  forms  bag,  other  arm  sow- 

ing. 

3.  Hoe  weeds  in  corn  fields. 

4.  Pick  beans  that  have  grown  up  high  on  poles. 

5.  Stooping,  pick  strawberries. 

6.  Breathing. 

MOTOR  BOATING 

1.  Kowing  out  to  boat.     Sitting  on  desks  bend  forward  with  arms 

extended,  grasping  oars.     Come  to  erect  position  pulling  oars 
as  arms  are  bent. 

2.  Climb  carefully  into  motor  boat.     Kneel  on  seats  and  step  into 

opposite  aisle. 

3.  Pull  up  anchor.     Stand  with  feet  apart  leaning  over  bow  of  boat 

(desks)  and  with  long  pulls,  first  one  hand  and  then  the  other, 
raise  the  anchor. 

4.  Coil  anchor  rope  in  long  coils  on  bottom  of  boat. 

5.  Crank  engine. 

6!     Steer  the  boat  around  course.     Turn  wheel,  at  the  same  time  rise 
on  toes  as  if  going  over  waves. 

7.  Breathing. 

INDIANS 

1.  Paddle  in  canoe  to  woods.     Sitting  on  desks. 

2.  Have  on  moccasins  so  walk  on  tiptoes  through  woods,  one  hand 

shielding  eyes  and  looking    all    around    among    shrubs    as    go 
scouting  along. 

3.  Shooting  arrows.     Kneeling  on  one  knee  stretch  arms  and  aim. 

Draw  one  arm  back  and  make  soft  hissing  noise  as  arrow  goes 
through  air. 

4.  Four  or  five  running  steps  forward  to  bear. 

5.  Stoop  and  pick  up,  throwing  over  shoulder. 

6.  Eun  back  to  canoe. 

7.  Paddle  home. 

8.  Out  of  breath,  deep  breathing. 

BUILDING   A    HOUSE 

1.  Hun  across  field.     Each  two  rows  run  around  one  row  of  desks. 

2.  Digging  cellar. 

(a)  Break  up  ground  with  pick-axe.     One  foot  forward,  swing 
pick-axe  high  over  one  shoulder  and  then  to  ground. 

(b)  Shovel  dirt.     Throw  over  R   (L)  shoulder. 


69 

3.  Climb  out  of  cellar.    Hands  on  hips,  lift  knees  high,  6  or  8  steps. 

4.  Climb  ladder. 

5.  Painting  house.    Stoop,  dip  brush  in  pail,  reach  high  up  and  make 

strokes  from  side  to  side  in  front  of  body,  stooping  as  they  near 

end.    Dip  brush  in  pail,  etc. 
G.     Run  home.     Jump  across  brook. 
7.     Breathing.     Smell  dinner  cooking. 

POLICEMAN    AT    STREET    CROSSING 

1.  March  from  station  to  Woodward  Avenue.     Each  two  rows  walk 

around  one  row  of  desks. 

2.  Facing  forward  in  aisle  hold  up  right  hand  to  stop  the  cars  and 

automobiles  from  coming  in  that  direction.  Then  wave  left 
arm  in  front  of  body  and  then  right  to  motion  traffic  to  pass 
across  aisles.  Eepeat  in  opposite  direction.  Captain  stands  in 
front  and  gives  one  whistle  (or  bell)  for  traffic  to  pass  N.  and 
S. ;  two  whistles  for  E.  and  W.  Policemen  follow  his  directions. 

3.  Salute  captain. 

4.  Fall  into  line  and  march  back  to  police  station. 

5.  Breathing. 

COWBOYS 

1.  Lasso  the  pony.     Twirl  the  lasso  over  the  head  in  large  circles, 

first  with  right  hand  about  eight  times  and  repeating  with  left. 
Throw  lasso,  lean  well  forward,  arm  stretched  out. 

2.  Gallop  on  ponies,  each  two  rows  around  one  row  of  desks. 

3.  Cowboy's  trick,  throw  a  ball  way  up  in  the  air  and  then  pull  out 

revolver,  aim  and  shoot,  saying  ''Bang"  as  trigger  is  pulled. 

4.  Gallop  around  and  at  signal  from  the  teacher  all  .stoop  while  still 

galloping  and  pick  up  a  handkerchief  and  wave  it  in  air  until 
they  get  to  seat. 

5.  Deep  breathing. 

BLUE   BERRYING 

1.  Eunning  to  woods. 

2.  Climb  over  stone  wall.     Step  over  seats  and  jump  on  the  other 

side. 

3.  Walk  through  deep  grass,  lifting  knees  high. 

4.  Pick  blueberries  and  put  in  pail. 

5.  Keach  up  and  pick  some  wild  cherries. 

6.  Run  home. 

7.  Breathing. 

MOTOR    CYCLE 

1.  Pump  up  tires. 

2.  Push  motor  cycle  and  jump  on.     Facing  seat  with  one  hand  on 

seat  and  one  on  desk,  as  if  grasping  handles,  run  in  place. 
Jump  so  they  sit  on  seat  with  feet  out  in  front  of  them,  facing 
side  of  room. 

3.  Sitting,  pump  up  and  down  with  feet  to  start  motor  cycle. 

4.  Run,  steering  the  machine.     Each  row  runs  around  one  row  of 

seats. 


70 

5.  Walk  up  stairs  into  house. 

6.  Breathing. 

HARVESTING    CORN 

1.  Place  corn  cutters  over  shoulders  and  walk  to  field. 

2.  Look  up  at  tall  stalks. 

3.  Walk  through  the  field  and  cut  down  stalks  with  cutters. 

4.  Shock  the  corn  to  let  it  dry. 

5.  Open  shocks. 

6.  Husk  corn  and  toss  into  wagon. 

7.  Horses  gallop  home  with  it. 

8.  Breathe. 

MAPLE  SUGAR 

1.  Put  on  coats,  hats,  gloves. 

2.  Pull  on  boots. 

3.  Tramp  to  the  woods.     Jump  over  ditches  and  over  logs. 

4.  Look  up  at  trees. 

5.  Drive  spouts  into  maple  trees. 

6.  Stoop  and  lift  six  pails  up  and  hang  them  on  trees. 

7.  Run  home. 

8.  Breathe. 

Next  Morning  (Next  Day's  Lesson) 

1.  Reach  up  and  empty  pails. 

2.  Horses  draw  it  away  to  the  camp. 

3.  Build  fire — scratch  matches. 

4.  Stir  sap  as  it  boils. 

5.  Carry  sugar  home. 

6.  Breathe  after  hard   work. 

PLOWING    AND    PLANTING    FIELD 

1.  Reach  up  for  harness  and  place  it  on  horses. 

2.  Horses  walk  to  field  tossing  their  heads. 

3.  Men  guide  plows. 

4.  Sow  seed  from  bag. 

5.  Plant  corn. 

6.  Rain  falls  to  make  it  grow. 

7.  Children  run  between  rows. 

8.  Breathe. 

SHOEMAKER 

1.  Put  on  wraps — carry  shoes  to  shoemaker. 

2.  Shoemaker  looks  as  customer  enters. 

3.  Wax  threads   (big  arm  movements). 

4.  Bore  holes  with  awl. 

5.  Hammer  in  pegs. 

G.  Walk  home  for  dinner. 

7.  Breathe. 


71 


SECOND  GRADE 

SECOND    HALF    YEAR. 

RHYTHMIC  PLAYS 

BALANCE  EXERCISES 


The  object  here  is  to  train  rhythm  and  co-ordination.  The  children 
supply  their  own  music  by  singing.  A  good  way  to  give  these  exercises 
is  first  to  teach  the  children  the  tune  while  they  are,  seated,  using  the 
words  that  describe  the  movements,  as  "Step  and  Bend,  Slide  and  Bow," 
etc.  The  next  step  is  to  teach  them  to  go  through  the  movements  of  the 


POP   GOES   THE   WEASEL. 


-• 9- 

N 

*-«h- 


72 

feet  with  the  hands  on  the  desks.  This  is  because  the  co-ordination  of 
the  hands  and  arms  is  so  far  ahead  of  that  of  the  feet  and  legs.  Then 
combine  the  singing  and  hand  work,  and  they  are  ready  to  stand  and 
try  it  with  their  feet.  When  this  method  is  used  the  whole  exercise 
should  be  learned  in  sections,  because  during  each  lesson  the  children 
should  be  on  their  feet  part  of  the  time. 

Boys  and  girls  in  alternate  aisles.  Partners  join  inner  hands  across 
desks,  and  all  face  the  front  of  room.  Boys  place  outer  hand  on  hip, 
girls  hold  skirt.  Start  with  outer  foot  and  take  three  steps  forward, 
and  point  the  inner  foot  on  fourth  count.  Repeat,  starting  with  inner 
foot.  Turn  and  face  partner,  joining  both  hands,  and  step  to  the  side, 
toward  front  of  room  (1)  cross  other  foot  behind  and  bend  both  knees 
(2).  Repeat  theJast  two  counts  in  opposite  direction.  Drop  hands 
toward  back  of  room.  Girl  turns  with  four  steps  underneath  upraised 
arm  of  boy,  turning  toward  him.  On  fourth  count  they  should  both  be 
facing  back  of  room,  ready  to  start  the  exercise  from  the  beginning. 
Let  the  children  sing.  Step,  and  step,  and  step  and  point,  etc.,  and  as 
the  girl  turns  they  sing  "Pop  Goes  the  Weasel." 

WASHING  THE  CLOTHES 

(See  Reference  8) 

WINTER    SONG 


I 


1.  All  around  us  in  winter 
No  bird  song  we  hear; 
Yet  we  in  the  schoolroom 
Have  joy  and  good  cheer. 

2.  Though  snow  whirl  and  wind  blow, 
And  rain  come  and  sleet, 

We  are  ready  with  welcome 
Old  winter  to  greet. 

3.  With  singing  and  dancing 
And  some  happy  game, 
Come  summer  or  winter 
Our  joy  is  the  same. 

1.  Follow-step  forward,  beginning  with  "around,"  4  times.     Last  4 

measures,  follow-step  backward. 

2.  Wave  arms  in  figure  eight  motion,  4  times  to  L,  4  times  to  R. 

3.  With  swaying  arms,  balance  step  sideways  in  place  8  times. 
Balance  step  here  same  as  the  follow-step    with    heels    raised    and 

lowered  when  second  foot  is  brought  up. 


73 


MA'S    LITTLE  PIGS 

Swedish 

(See  Reference  8) 
Note:     Substitute  running  for  polka  steps. 

BUY    A    BROOM 


J  J 


j  j 


s 


EEi 


S 


£E££ 


3==e 


^ 


From  Germany  (1)  comes  a  fair  wandering  maiden, 
With  joyous  (2)  bright  eyes  and  with  health's  rosy  bloom; 
She  sings  (3)  as  she  comes  with  her  pretty  wares  laden, 
"Who  will  buy   (4)   of  my  wares,  who  will  buy  now  a  broom? 
A  large  (5)  one  for  the  lady  and  a  small  one  for  the  baby. 
Come  buy,   (6)   ye  pretty  lady,  come  buy  ye  a  broom." 

1.  Balance  step  forward  4  times   (4  measures),  swinging  both  arms 

sideways  alternately  L  and  E. 

2.  Step  to  L,  swing  L  arm  over  head,  cross  R  toe  past  L  in  front, 

swing  R  arm  in  front  of  waist  and  bend  trunk  to  R.  In  the 
next  measure  reverse  the  direction,  then  repeat  to  L  and  again 
to  R.  (4  measures). 

3.  Balance  step  backward  (4  times),  swing  arms  to  alternate  sides. 

4.  Same  as  2. 

5.  Balance  step  in  place  (4  times),  swing  arms  and  turn  body  alter- 

nately R  and  L. 

6.  Same  as  2. 

Balance  step  3  counts. 

1.  Step  with  one  foot. 

2.  Bring  the  other  foot  beside  the  first  and  raise  heels. 

3.  Heels  sink. 

LITTLE   BO-PEEP 

(For  music,  see  Mother  Goose  Melodies) 

1.  "Little  Bo-Peep  has  lost  her  sheep." 

Hands  at  waist.    Three  skips  forward,  R,  L,  R,  and  feet  together. 

2.  "And  can't  tell  where  to  find  them." 
Shake  heads,  R,  L,  R,  L. 


74 

3.  "Leave  them  alone,  and  they'll  come  home." 
Three  skips  back  to  place  R,  L,  R,  face  partners. 

4.  "Wagging  their  tails  behind  them." 

Nod  heads  up  and  down  to  partners  three  times  and  on  last  nod 
bow  to  partner. 

5.  Second  verse.    Repeat  1-4. 

6.  Third  verse.    Hands  at  waist;  16  skips,  two  rows  around  one  row 

of  desks. 

CARROUSEL 

Swedish  Song  Play 
From  "Folk  Dances  and  Singing  Games"  by  Elizabeth  Burchenal, 

By  permission  of  E.  Schirmer 


A  AWeralfo   con  moto(J=84) 


Pret-ty    fnaid-e»\    Sweet  Qn4 


nin<{'.    LiT-tle  ones  a  nick-d,         Booties  adi 


surC-]y   be  too    fifttt          HsT  ha    ha! 


This  represents  the  "Merry-go-round,"  or  "Flying  Horses."  The  chil- 
dren form  a  double  circle,  standing  in  couples,  both  facing  toward  centre 
of  circle.  The  .front  ones  of  all  couples  join  hands  in  a  circle;  the  back 
ones  place  their  hands  on  their  partners'  shoulders. 

The  music  consists  of  two  parts.  The  first  part  contains  seven  meas- 
ures'; the  second  part,  eight. 


75 

In  fitting  the  steps  to  the  music,  each  measure  should  be  counted 
thus:  "One,  two,  three,  four." 

A. 

During  A  players  move  toward  the  left  with  a  slow  sliding  step,  as 
follows : 

(Meas.  1.)  Make  a  long  slide  to  the  left  with  the  left  foot  (one),  close 
the  right  foot  to  the  left  (two).  Repeat  (three,  four). 

(Meas.  2-7.)  Continue  through  the  seven  measures  of  A,  but,  during 
the  sixth  and  seventh  measures,  make  stamps  instead  of  slides. 

During  the  sixth  and  seventh  measures,  the  time  is  accelerated 
slightly. 

B. 

(Meas.  14.)  Still  moving  to  the  left,  with  the  time  slightly  acceler- 
ated, as  in  the  two  preceding  measures,  execute  the  same  step  as  de- 
scribed in  the  first  measure  of  A,  but  in  double  time,  that  is,  making 
four  slides  to  each  measure  instead  of  two.  [Fig.  1.] 

(Meas.  5-8.)     Repeat,  sliding  to  the  right   (repetition  of  B). 

At  the  end  of  B,  partners  immediately  change  places,  those  who  were 
behind  now  standing  in  front  with  hands  joined,  the  others  behind  with 
hands  on  partners'  shoulders. 

The  whole  exercise  is  then  repeated. 

The  words  are  sung  by  the  children  as  they  play.  The  four  stamps  in 
the  sixth  and  seventh  measures  of  A  are  made  on  the  words,  "up,  mate, 
surely,  late." 

In  the  chorus,  "Ha  ha  ha!"  should  be  shouted  heartily  with  heads 
thrown  back. 

A. 

Pretty  maiden,  sweet  and  gay, 

Carrousel  is  running, 

It  will  run  till  evening: 
Little  ones  a  nickel,  big  ones  a  dime. 

Hurry  up!  get  a  mate! 

Or  you'l  surely  be  too  late! 

B. 

Ha  ha  ha!  Happy  are  we, 
Anderson,  and  Peterson,  and  Ltindstrom,  and  me! 

Ha  ha  ha!  Happy  are  we, 
Anderson,  and  Peterson,  and  Ltindstrom,  and  me! 

During  the  first  part  of  "Carrousel"  the  merry-go-round  is  supposed 
to  be  just  starting,  and  moves  slowly;  in  the  second  part  it  is  in  full 
swing,  and  the  fun  is  at  its  height. 


76 

SOLDIER    BOY 


j 


Soldier-boy,   Soldier-boy,  where  are  you  going 
Bearing  so  proudly  the  red,  white  and  blue? 

I'm  going  where  country  and  duty  are  calling, 
If  you'll  be  a  soldier-boy  you  may  go  too. 

Paper  soldiers  caps  and  epaulets  made  by  the  children  add  much 
interest  if  worn  during  the  march.  The  following  characteristic  activi- 
ties may  be  imitated  for  short  periods  of  time  as  the  children  march, 
one  by  one,  in  twos,  or  in  fours: 

a.  Soldier  caps — hands  placed  on  heads  with  finger  tips  meeting  in 
a  point  overhead. 

&.     Knapsacks— ^arms  folded  behind. 

c.  Horns — hands  held  to  the  mouths  as  if  grasping  trumpets. 

d.  Charging  with  guns — aiming  with  left  arm  extended,  and  right 
arm  back  for  pulling  the  trigger. 

e.  Waving  flags. 

/.      Drumming — snare  and  bass  drums. 
.  (j.     Fifes — hands  held  at  side  of  mouth  as  in  reality. 
h.     Eunning — double-quick  march. 

/.      Saluting  leader  or  American  flag — each  one  as  he  passes  by. 
High  stepping  war  horse — knees  raised  high  in  marching. 


- 


THE    MUFFIN    MAN 


1     J.J|]i    Ji    Jjj   J    j 


Oh,  do  you  know  the  muffin  man, 

The  muffin  man,  the  muffin  man; 
Oh,  do  you  know  the  muffin  man 

That  lives  in  Drury  Lane? 

Oh,  yes,  I  know  the  muffin  man, 

The  muffin  man,  the  muffin  man. 
Oh,  yes,  I  know  the  muffin  man 

That  lives  in  Drury  Lane. 

Four  or  five  children  are  selected  to  take  places  in  the  four  corners 
of  the  room,  or  whatever  other  spaces  are  allowed.     As  the  first  verse 


77 

is  sung,  each  walks  or  skips  in  time  with  the  music  to  some  child 
seated  in  the  room,  and,  taking  him  by  the  hand,  leads  him  to  his  space 
in  the  floor.  The  little  groups  of  two  then  join  both  hands  and  dance 
around  in  a  circle  singing,  "Two  of  us  know  the  Muffin  Man,"  etc. 

After  the  first  verse  has  been  sung  and  the  children  chosen,  the 
second  verse,  "Oh,  yes,  I  know  the  Muffin  Man/'  is  sung  while  the  two 
are  marching  from  the  seats  to  the  space  in  the  floor.  The  play  con- 
tinues, one  child  after  another  being  chosen  until  all  have  joined  some 
group. 


SECOND  GRADE 

SECOND     HALF    YEAR 

MISCELLANEOUS  PLAY  AND  GAMES 

ERASER  RELAY 

Place  an  eraser  on  the  front  desk  in  each  row.  At  a  signal  to  start 
the  first  child  in  each  row  takes  the  eraser  with  both  hands  and  passes 
it  over  his  head  to  the  child  behind  him.  This  continues  till  the  last 
child  receives  it.  The  last  child  runs  forward  with  it  on  right  side  of 
his  row  and  places  it  on  the  rack  at  front  of  room;  then  returns  to  his 
seat  by  same  path.  Give  each  child  a  turn  in  the  back  seat. 

THE   FIRST  OF   MAY 

(Goal  Game).  Two  adjacent  rows  play  a  game  together.  The  first 
of  May  is  moving  time,  and  the  seats  are  houses.  One  player  is  chosen 
to  be  "It"  and  he  walks  up  and  down  the  street  between  the  two  rows. 
The  residents  along  the  street  change  houses  before  and  behind  him  and 
he  tries  to  get  a  house  while  it  is  vacated.  The  seats  not  occupied  and 
one  more  must  be  marked  and  not  used  in  the  game,  so  that  there  is  at 
all  times  one. person  without  a  house.  If  the  people  do  not  move  often 
enough  the  one  who  is  "It"  may  number  the  players  and  then  when  he 
calls  two  or  three  numbers  they  must  change  places. 

FOLLOW    THE    LEADER 

(Imitative).  Like  "I  Saw"  and  "The  Wee  Bologna  Man"  but  the 
leader  may  do  several  things  in  succession;  in  fact,  success  depends  on 
his  giving  an  interesting  variety  of  movements.  In  the  simplest  form 
of  the  play  the  players  stand  in  place  and  take  such  exercises  as  can 
be  done  in  place;  in  another  form  they  march  in  single  file  behind  the 
leader  and  imitate  whatever  he  does.  The  practice  in  the  simpler  plays 
of  this  kind  should  prepare  the  players  to  do  this  well. 

THE  FLOWERS  AND  THE  WIND 

(Tag  Game).  Divide  players  into  two  equal  groups  and  the  playing 
space  into  three  equal  parts.  One  side  represents  the  flowers  and  the 


78 

other  side  the  wind.  The  flowers  meet  at  their  end  and  the  leader,  ap- 
pointed by  the  teacher,  chooses  a  flower  they  will  represent.  Then  they 
play  about  the  middle  or  neutral  space  until  the  players  representing 
the  wind  guess  the  right  flower;  then  all  the  flowers  run  to  their  goal 
and  the  wind  tries  to  tag  them.  Flowers  caught  are  put  in  a  vase. 
Repeat  until  all  the  flowers  have  been  caught. 

BEAN    BAG    SIDEWISE 

(Relay  iRace).  Place  a  bean  bag  on  each  desk  of  the  row  on  one 
side  of  the  room.  If  vacant  places  exist,  move  players  to  front  or  back 
so  that  all  vacant  seats  are  in  one  transverse  row.  When  the  signal  is 
given  each  child  in  row  having  the  bags- passes  his  bag  to  player  across 
the  aisle,  and  this  continues  rapidly  until  the  bags  are  held  by  the  play- 
ers in  last  row.  This  may  be  repeated,  passing  in  alternate  directions, 
and  keeping  score  to  show  how  many  times  each  transverse  row  wins. 

JACK    BE    QUICK 

(Goal  Game).  Like  Marching  to  Jerusalem,  (First  Half  Year),  but 
played  in  an  open  space.  Mark  as  many  places  on  the  floor  as  there  are 
players,  less  one,  these  marks  being  in  four  groups  in  distant  parts  of 
the  room.  If  there  is  a  piano,  it  can  be  used.  When  the  music  begins 
all  the  players  must  follow  the  odd  player  in  a  march  about  the  center 
of  the  room;  when  the  music  stops,  all  rush  for  the  marked  places. 
The  one  left  out  is  leader  next  time.  Chairs  can  be  used  in  place  of 
floor  marks  if  they  are  available.  Teacher  or  odd  player  gives  the  sig- 
nals when  music  is  not  to  be  had. 

CHARIOT    RACE 

(Group  Contest).  Four  players  with  joined  hands  make  a  team. 
Teams  race  between  convenient  points.  If  the  course  is  around  a  circle 
the  best  runners  should  be  placed  so  as  to  have  the  outside  where  dis- 
tance is  greatest.  Teams  may  race  two  and  two  and  then  winners  race. 

LAST    MAN 

(Tag  Game).  Players  seated  at  desks.  Rows  playing  must  be  full 
rows.  The  game  is  much  like  "Fox  and  Squirrel,"  (See  First  Grade, 
Second  Half  Year).  One  player  is  "It"  and  there  is  one  runner,  besides 
the  full  rows  of  seats.  The  runner  may  come  to  the  front  of  any  row 
and  call  "Last  Man,"  and  then  each  player  in  that  row  must  move  back 
one  place,  leaving  the  front  seat  for  the  runner,  who  is  now  safe.  The 
last  one  in  the  rear  of  the  row  will  be  out  of  a  place  and  thus  becomes 
runner.  When  a  runner  is  tagged,  he  is  "It,"  and  the  one  who  caught 
him  becomes  runner  and  must  get  out  of  the  way  at  once. 

FLAG   RACE 

(Relay).  Players  seated  at  desks.  Rows  need  not  be  full  but  there 
must  be  same  number  in  each  row.  Choose  a  player  to  stand  in  front 
of  each  row  to  hold  the  flag,  and  another  to  stand  at  the  rear  of  each 


79 

row.  At  the  signal  the  rear  player  of  each  row  rises,  runs  to  the  front, 
takes  the  flag  from  the  one  holding  it,  carries  it  to  the  one  standing  at 
the  rear,  and  takes  his  seat.  As  soon  as  he  is  seated  the  next  player 
goes  and  takes  the  flag  back  to  the  player  in  front.  This  continues  till 
all  have  run.  Be  sure  that  no  team  has  an  unfair  advantage  because 
of  the  positions  taken  by  the  flag  holders. 

CHANGING  SEATS 

(Imitative).  Players  seated  at  desks.  When  teacher  commands 
"Change  right,"  all  move  one  place  to  right  and  the  right  hand  row 
stands.  In  like  manner  the  command  may  be  "Change  front,"  "Change 
back,"  or  "Change  left."  At  first  it  is  best  to  follow  each  change  by 
the  reverse,  so  as  to  allow  those  standing  to  get  seats,  but  later  they 
may  be  told  that,  they  must  run  to  the  vacant  seats  on  the  opposite  side 
or  end  of  the  room.  Leaders  may  be  chosen  to  act  in  place  of  the 
teacher. 


Note:  In  the  following  material  fifteen  story  plays,  seven  rhythmic 
plays  and  seven  games  is  the  minimum  number  to  cover  in  one-half 
year.  In  each  of  the  three  kinds  of  work  the  teacher  should  make  her 
selections  to  fit  the  conditions  of  her  group  of  children. 


THIRD  GRADE 


FIRST  HALF  YEAR       (3B) 

Mne  gymnastic  lessons  are  given  for  one-half  year's  work,  conse- 
quently a  new  lesson  should  be  started  every  two  weeks.  During  two 
weeks'  time  the  physical  training  period  for  five  days  should  be  given 
to  exercises  and  the  other  five  divided  between  games  and  folk  dances. 
An  alternation  of  the  three  would  seem  most  advisable. 

LESSON  1. 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sides. 


BEST  SITTING  POSITION 
BEST  STANDING  POSITION 


See  General  Instructions 


Correct   Standing  Position. 


Incorrect    Standing    Position. 


ORDER.  Drill  in  directions  of  R  and  L.  Make  pupils  understand 
that  these  directions  radiate  from  themselves  as  centers,  and  that  they 
have  no  relation  to  the  sides  of  the  room  or  the  position  of  the  teacher. 
To  accomplish  this,  have  the  pupils  indicate  the  different  directions,  first 
with  their  arms  and  then  with  their  feet,  facing  all  four  sides  of  the 
11 


82 


room  in  succession.  Also  with  the  teacher  standing  in  different  parts 
of  the  room.  Do  not  give  commands  for  right  and  left  face,  but  say 
Turn  to  the  right  or  left. 

ARM.  Hips — Firm — Hands  on  hips  with  thumbs  back  and  fingers 
close  together  in  front.  Wrists  straight  and  a  firm  grasp  of  the  hip 
bone.  This  brings  the  hands  below  the  waist  line. 

ARM.  Chest — Firm — Place  thumb  side  of  hands  against  chest ;  fingers, 
wrists  and  forearms  in  straight  line,  with  elbows  well  pushed  back. 
Hands  should  be  far  apart  on  chest. 

LEG.  Hips — Firm — Heel  raising  to  eight  counts — Go — Kise  on  toes 
as  high  as  possible  on  first  count,  sink  heels  softly  on  second  count. 


Correct    Chest,    Firm. 

PRECIPITANT.  Run,  one  row  at  a  time,  once  around  and  sit  down. 
Others  stand  until  their  turn.  The  schoolroom  run  should  be  very  light, 
with  feet  raised  high  behind  and  not  a  very  quick  rhythm.  As  soon  as 
each  row  has  learned  it  by  running  alone  around  the  room,  let  the  whole 
room  run  at  once  by  having  alternate  rows  face  the  back  of  the  room 
and  sending  two  rows  of  children  around  one  row  of  desks.  Vary  this 
with  skipping. 

BREATHING.  Grasp  sitting — Sitting  erect,  one  hand  on  either  near 
corner  of  desk — Bend  head  backward- — One — Draw  chin  in  and  bend 
head  backward  until  pupils  look  at  ceiling  without  rolling  their  eyes. 
At  same  time  take  a  deep  breath. — Two — Bring  head  back  to  position 
keeping  chin  in  from  start  to  finish.  Exhale.  Be  sure  that  chests  and 
not  shoulders  are  raised  by  means  of  this  exercise. 


83 


3.      Bend   head  backward. 
LESSON  2. 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.  Hips — Firm — Right  foot  forward — Place — Move  K  foot  two 
lengths  to  the  front,  placing  toe  on  floor  first,  and  ending  with  whole 
foot  down,  half  the  weight  of  the  body  being  carried  onto  the  moving 
foot.  Foot — Replace. 


Shoulders  and   Hips   Firm. 


84 

Use  same  instructions  for  backwards  and  sideways,  and  then  with 
the  L  foot,  and  when  this  is  learned,  alternate  directions  and  feet.  . 

HEAD.  Hips — Firm — Twist  head  to  right — One — Turn  head  to  R  until 
pupil  looks  over  R  shoulder,  keeping  chin  well  in.  Two — Turn  head  back 
to  position.  Breathe  in  on  one,  out  on  two. 

LEG.  Hips — Firm — Raise  toes,  eight  counts — Go.  Be  careful  not  to  let 
body  rock  in  this  exercise. 

ARM.  Shoulders — Firm — Close  fists  tight  and  place  them  on  outer 
side  of  upper  arm,  keeping  elbows  close  to  sides,  and  wrists  straight. 
This  exercise  should  have  so  much  force  that  elbows  cannot  be  pulled 
away  easily  from  sides.  Care  must  be  taken  not  to  place  hands  on  chest. 

ARM.  Head — Firm — Place  hands  behind  head,  letting  fingers  touch 
the  spot  farthest  back;  fingers,  wrists,  and  forearms  in  a  straight  line, 
with  elbows  pushed  well  back,  chin  in  and  head  pushing  back  against 
hands. 

PRECIPITANT.  Hips — Firm — Spring  upward  with  feet  apart;  eight 
counts — Go — A  light  spring  from  toes  to  bring  feet  apart  sideways  and 
return,  continuing  in  even  and  rhythmic  time — one  count  to  each  jump. 
Increase  the  number  for  all  jumps  as  endurance  increases. 

Breathing.  Raise  arms  sideways — One — Raise  arms  from  sides  to 
shoulder  height,  at  same  time  taking  in  a  deep  breath.  Two — Lower 
arms  to  sides  and  exhale. 


6.      Head,   firm. 


Arras  sidewise. 


LESSON   3. 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

HEAD.  Grasp  sitting — Bend  head  backward — One — Two.  Deep 
breathing  as  in  Lesson  2. 

ORDER.  Step  fomvard  one  step — One — Move  R  foot  forward  two 
lengths  to  the  front,  the  weight  of  the  body  being  carried  to  the  moving 
foot — Two — Bring  the  L  foot  to  the  R  foot. 


85 


8.     Knees  bend. 


4.     Place  left  foot  forward. 


LEG.  Hips— "Firm — Bend  knees — One — Bend  the  knees,  raising  the 
heels  at  the  same  time,  so  that  pupils  go  about  half  way  down  to  the 
floor.  Back  must  be  kept  straight;  no  stooping  forward — Two — Return 
to  standing  position. 

LEG.    Hips — Firm — Raise  heels,  twelve  counts — Go. 

ARM.  Quick  changes  between  hips — Firm — Chest — Firm — Head — 
Firm,  and  Shoulders — Firm. 

PRECIPITANT.  Hips — Firm — Right  foot  forward — Place — Springing 
with  feet  apart  forward  and  backward  eight  counts — Go — Similar  to 
springing  sideways,  first  with  E  foot  forward  and  then  with  L. 

BREATHING.  West  Point  breathing — One — Keeping  hands  close  to 
body,  turn  them  out,  thumbs  first,  taking  in  deep  breath — Two — Eeturn 
to  position  and  exhale. 


West    Point    Breathing. 


8G 


LESSON  4. 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.  Step  sideways  one  step  to  the  right — One — Place  R  foot  two 
lengths  to  side,  the  weight  of  the  body  carried  onto  the  moving  foot. 
Two — Bring  L  foot  to  the  R,  heels  together,  toes  out. 

Step  forward — One — Two. 

HEAD.  Shoulders — Firm — Head  twisting  to  right — One — Two.  Deep 
breathing. 

LEG.  Hips — Firm — Heel  and  toe  raising  alternately  to  eight  counts — 
Go — Raising  first  heels  and  then  toes  alternately  in  steady  rhythm, 

ARM.  Chest — Firm — Trunk  forward — Bend — keeping  head  up — Fling 
arms  sideways — One — Fling  the  hands  straight  out  to  the  sides,  palms 
facing  down  and  whole  arm  in  straight  line  at  height  of  shoulder.  Two 
— Return  to  chest  firm. 


11.      Bend   trunk   forward. 

PRECIPITANT.  Hips — Firm — Run  in  place,  raising  feet  backward — ten 
counts — On  Toes — Go — Similar  to  a  quick  run,  but  without  gaining 
ground.  An  effort  must  be  made  to  lift  the  feet  high,  flexing  the  leg 
hard  upon  the  thigh  with  each  step — clap  hands  on  tenth  count  and 
stand  still.  If  the  floor  shakes  let  one  TOW  run  at  a  time.  Start  one 
row  and  as  soon  as  the}7  finish  the  next  row  should  start  without  a  sig- 
nal and  so  on  across  the  room  with  no  break  hr  the  rhythm. 

BREATHING.     Raise  arms  sideways — One — Two. 

LESSON   5. 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.  Hips — Firm — Close  and  open  feet  eight  counts — Go — Using 
heels  as  pivots,  swing  toes  in  until  feet  are  together,  then  out  again, 


87 

making  the  exercise  rhythmical  and  steady  and  lifting  toes  as  high  as 
possible  from  floor. 

Drill  in  directions  as  in  Lesson  1. 

HEAD.  Chest — Firm — Twist  head  to  right — One — Two.  Deep  breath- 
ing. 

LEG.  Head — Firm — Alternate  toe  raising  ten  counts — Go.  Raise  first 
R  and  then  L  toes  as  high  as  possible  in  marching  rhythm.  As  one  goes 
down  the  other  comes  up. 

ARM.  Arm  circling — One — Starting  with  arms  at  side  raise  them 
sideways  over  head,  and  clap  R  hand  on  top  of  L,  palms  of  both  hands 
turning  down.  All  to  be  done  in  one  continuous  movement.  Two — Re- 
turn arms  to  side. 

PRECIPITANT.  Hips — Firm — Right  foot — Raise — Running  in  place, 
raising  feet  backward  and  hopping  on  every  step — twelve  counts — Go — 
As  each  foot  is  brought  to  the  floor  in  the  running,  a  hop  is  added. 
Bring  right  foot  to  floor  on  one  and  hop  on  two.  On  last  count  bring 
feet  together  instead  of  the  hop. 

BREATHING.     Hips — Firm — Deep  breathing — One — Two. 


LESSON  6. 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.  Hips — Firm — Feet — Close — Feet — Open.  Foot  placing  in  any 
direction  previously  given — One — Two. 

HEAD.  Raise  arms  sideways  and  twist  head  to  right — One — Two. 
Deep  breathing. 

LEG.  Hips — Firm — Feet  apart — Jump — Heel  raising  to  eight  counts 
-Go. 

ARM.  Chest — Firm — Trunk  forward — Bend — Fling  arms  sideways — 
One — Two — Keep  the  trunk  bent  forward  while  the  arm  exercise  is  re- 
peated four  times. 

PRECIPITANT.  Hips — Firm — Jump  in  place — One — Bend  knees,  rais- 
ing heels  slightly,  back  straight.  Two — Jump,  with  light  spring  upward, 
landing  on  toes  with  knees  bent.  Three — Stand  erect. 

BREATHING.     Hips — Firm — Deep    breathing — One — Two. 


LESSON   7. 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.  Feet — Close — Feet — Open — One  step  in  any  direction  previ- 
ously given — One — Two.  Vary  these  commands  in  quick  order. 

HEAD.  Raise  right  arm  sideways  and  twist  head  to  right — One — Two. 
Deep  breathing. 


88 

LEG,  ARM.  1.  Feet  apart  —  Jump-^Head  —  Firm  —  Heel  raising  to  eight 
counts  —  Go. 

ARM,  LEG.    2.    Circle  arms  and  place  right  foot  forward  —  One  —  Two. 

ARM.  Stretching  arms  sideways  —  One  —  Arms  brought  to  shoulders 
firm  —  Two  —  Arms  stretched  sideways,  palms  down,  fingers  and  thumbs 
close  together. 

PRECIPITANT.  Spring  icith  feet  apart  sideways  and  clap  hands  high 
over  head  on  odd  counts,  returning  to  sides  on  even/  ten  .counts  —  Go. 

BREATHING.     West  Point  breathing  —  One  —  Two. 


LESSON   8. 

All  exercises  for  R  should  be  given  an  equal  number  of  times  on  both 
sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.  Touch  step  forward  right  —  One  —  Touch  right  toe  lightly  in 
front  —  Replace  —  Two  —  Step  one  step  forward  —  One  —  Two. 

HEAD.  Chest  firm  and  twist  head  to  right  and  -left  —  One  —  Chest  firm 
with  head  twisting  to  R  —  Two  —  Arms  at  side,  head  forward  —  Three  — 
Chest  firm  with  head  twisting  to  L  —  Four  —  Arms  at  side,  head  forward. 
Deep  breathing. 

ARM,  LEG.    Arm  circling  and  heel  raising  —  One  —  Two. 

PRECIPITANT.  Hands  in  position  for  running  —  Place  —  With  fists 
closed,  palms  upward,  raise  forearm  forward  to  right  angle  with  upper 
arm.  Let  elbows  swing  easily,  and  do  not  hold  arms  or  hands  stiffly. 
Running  around  room  or  two  rows  of  children  around  one  row  of  desks, 
letting  all  run  at  once.  Go. 

BREATHING.     Hips  —  Firm  —  Deep  breathing—  One  —  Two. 


LESSON  9. 

All  exercises  written  for  R  should  be  gi\7en  an  equal  number  of  times 
on  both  sides. 


12.      Arms   upward. 


89 


BEST  SITTING  POSITION 
BEST  STANDING  POSITION 


ORDER.  Touch  step  sideways  right — One — Touch  K  toe  lightly  at  side 
—Replace — Two — -Touch  step  forward  right — One — Two. 

HEAD,  ARM.  Circle  arms  and  twist  head  to  right — One — Two.  Deep 
breathing. 

LEG.     (1)     Hips — Firm — Bend  knees — One — Two. 

LEG.  (2)  Raise  arms  sideways  upward  (overhead  as  far  as  possible 
and  straight)  and  raise  heels — One — Two. 

PRECIPITANT.  Hips — Firm — Hop  on  right  foot,  eight  counts— Left 
foot — Raise — Go — All  hopping  to  be  done  on  ball  of  foot,  using  same 
even  rhythm  as  in  springing. 

Breathing.     West  Point  breathing — One — Two. 


THIRD  GEADE 

FIRST   HALF    YEAR 

RHYTHMIC  PLAYS 

Practice  Steps. 

Place  hands  on  hips  easily  for  all  of  the  following  balance  exercises, 
which  can  be  done  forward  and  backward  in  the  aisles,  or  in  hallways 
or  kindergartens.  They  can  be  done  with  or  without  music,  with  the 
pupils  singing,  or  with  the  piano.  They  should  not  be  taught  until  one 
of  the  directors  considers  the  class  ready  for  them. 

1.  Single  Touch  Step  Forward. 

Touch  right  forward — One — Step  right  forward — Two — Touch  left 
forward — Three — Step  left  forward — Four. 

2.  Single  Touch  Step  Backward. 

Make  the  touch  forward  and  the  step  backward. 

3.  Double  Touch  Step  Forward. 

Touch  right  forward — One — Touch  right  sideways — Two — Step  right 
forward— Three — Touch  left  forward — Four — Touch  left  sideways— 
Five — Step  left  forward — Six. 

•   4.     Double  Touch  Step  Backward. 
Make  the  touches  the  same  and  the  step  backward. 

5.  Cross  Touch  Step  Forward. 

Cross  right  foot  in  front  of  left  and  close  to  it,  heel  turned  outward 
—One — Step  right  forward — Two — Repeat  with  left,  and  so  on. 

6.  Double  Touch  Step  Forward. 

Touch  right  sideways — One — Cross  right  over — Two — Step  forward 
—Three— Same  left. 


90 

MERRY-GO-ROUND 

(Music,  "We  Won't  Go  Home  Till  Morning"  or  "Jingle  Bells") 

Walk  three  steps  forward,  then  bend  (1-2-34). 

Walk  backward  three  steps  and  bend  (1-2-34). 

Turn  90°  R  and  take  four  slides  to  L  (14),  then  grand  right  and  left. 
If  in  a  circle,  children  are  arranged  in  couples  and  in  grand  right  and 
left  partners  grasp  R  hands  facing  opposite  ways.  They  pass  partners 
and  give  L  hand  to  next  person  and  so  on  around.  If  in  aisles,  the 
movement  is  up  and  down  them. 

A    BROOM    FOR   A   PARTNER 

German 
(See  Reference  7) 

THE    SPIELMAN 

Swedish 


^ 


i 


P 

:  p  f 

I5f 

1  b 

.    ^  f 

o 

<\% 

p    F 

\0 

J      "f^ 

»-).# 

.  <\    p 

i  —  r~ 

d  —  6  — 

H  r 

—  4—  P  — 

r\\*    I    J  j   jH 

i    r   j  —  j  — 

£<j}         4.      «     4      » 

i  ....  .  "  t 

\\ 

4 

M  —  ^     ^    « 

1 

asza      +     * 

\  ^ 

j            1 

^  '      1 

—  ^  —  '  



;  

1  *i    r  1 

if'  j  j  ,   i 

I            ^           I          I 

—  -j  —  -p  —  ^  —  r- 

w      J  «l  j 

Ib 
|^n          1           | 

J'        J          J        J 

r*  fc  r  f 

4^ 

4-     m       \ 

\^- 

Formation :  Double  circle,  partners  joining  inside  hands,  marching 
clockwise,  each  two  couples  making  a  group  of  four  in  second  exercise. 

Exercise  1.  During  first  five  measures  and  the  Repeat  march  around 
singing: 


91 

"We  are  two  musicians  gay,  would  you  care  to  hear  us  play, 
If  you  like  us  we  can  stay,  or  go  back  to  cold  Norway." 

Exercise  2.  Stand  still,  alternate  couples  turning  about  to  form 
groups  of  four.  During  measures  (6-9),  imitate  playing  of  violin, 
singing:  "We  can  spiel  the  vio,  vio  viollaj^e."  Measures  (10-12)  imitate 
bass  viol,  singing:  "We  can  spiel  the  big  bass  viol,  and."  Measure  (13) 
imitate  flute  and  sing  words  "Flute,  oh." 

Exercise  3.  During  remainder  of  piece,  cross  hands  and  grasp  those 
of  person  opposite  you  diagonally,  and  move  around  clockwise  in  fours 
with  "Gota  Step." 

Note:  "Gota  step"  is  taken  as  follows:  First  part,  jump  forward 
on  L  foot  with  K  leg  raised  backward.  Second  part,  bring  K  foot  beside 
L.  Sing  for  this,  "Boom  fa  la  la,  boom  fa  la  la,  boom  fa  la  la  la  la  laye, 
boom  fa  la  la,  boom  fa  la  la,  boom  fa  la  la  laye."  Take  the  first  part 
of  gota  step  when  the  word  "boom"  is  sung  and  the  second  part  when 
"la"  is  sung  first  time  in  each  line.  Where  "la"  is  repeated  several  times 
in  a  line,  keep  same  rhythm.  Take  step  first  with  L  then  with  R  foot. 

WHIRLING    POP   CORN 


M 


m 


m 


4 


££J3 


f3 


^ 


^ 


P 


Partners  stand  in  double  circle,  one  line  facing  clockwise  and  the 
other  line  the  other  way. 

Beginning  with  L  foot  run  forward  past  partner  (1-8). 
Turn  around  and  return  to  place  meeting  partner  (9-16). 
Give  partner  R  hand  and  run  around  in  place  (1-8). 
Give  partner  L  hand  and  run  around  in  place  (9-16). 
Repeat  as  many 'times  as  desired. 


SEVEN  JUMPS 

Danish 
(See  Reference  7) 


92 


THIRD  GRADE 

FIRST    HALF    YEAR 

MISCELLANEOUS  PLAYS  AND  GAMES 

AUTOMOBILES 

(Relay).  The  first  child  in  each  alternate  row,  at  a  signal  given  by 
the  teacher,  leaves  by  the  right  side,  runs  forward  around  his  seat  and 
then  to  the  rear  on  the  left  side,  completely  encircling  his  own  row  of 
seats.  As  soon  as  he  is  seated,  the  next  child  behind  him  runs  in  the 
same  manner,  and  this  continues  until  the  last  child  has  run  and  has 
returned  to  his  seat.  The  other  rows  then  play  in  the  same  way,  and 
finally  the  winning  rows.  At  the  beginning,  the  captain  for  each  row 
names  the  automobile  it  represents. 

ROLL  BALL 

(Goal  Game).  Players  in  a  circle.  One  player  in  the  center  is  "It." 
He  has  the  ball  which  he  tries  to  roll  on  the  floor  so  that  it  will  pass 
between  two  players.  They  try  to  stop  it  with  feet  or  hands.  When  he 
succeeds  in  rolling  the  ball  out,  the  player  at  whose  right  the  ball  passed 
out  must  change  places  with  him.  The  ball  must  not  leave  the  floor  and 
must  not  be  kicked. 

OBJECT  PASSING 

(Imitative.)  Players  in  a  circle.  This  is  like  "Circle  Ball,"  (See  First 
Grade),  except  that  two  or  three  balls,  preferably  of  different  sizes  and 
weights,  are  passed  rapidly  from  player  to  player;  objects  other  than 
balls  can  also  be  used:  bean  bags,  dumb  bells,  erasers,  Indian  clubs, 
wands,  mitts,  masks,  tennis  rackets,  etc.  Later  the  objects  may  be 
passed  in  specified  ways,  as  with  one  hand,  over  the  shoulder,  under  one 
arm;  or  each  player  may  be  required  to  toss  and  catch  each  object  be- 
fore passing  it,  place  it  on  the  floor  for  the  next  player  to  get,  toss  it  to 
him  over  the  head,  etc. 

ALL  UP 

(Relay).  Draw  two  circles  with  rims  touching  and  6  inches  in 
diameter  in  front  of  each  row  of  seats.  In  one  of  'each  pair  of  circles 
place  an  object  that  will  stand  up,  as  an  Indian  club,  an  eraser,  a  nine 
pin,  or  6  inch  piece  cut  from  a  curtain  pole.  See  that  all  the  objects  used 
will  stand  up  equally  well.  The  game  is  like  "Tag  the  wall,"  (Second 
Grade,  First  Half  Year)  except  that  each  runner  must  take  the  object 
from  the  circle  and  stand  it  up  in  the  other  circle,  using  one  hand  only. 
It  is  a  foul  to  stand  the  object  outside  the  proper  circle  or  to  fail  to 
make  it  stand.  The  row  finishing  first  wins,  providing  it  has  made  no 
fouls;  if  fouls  are  made,  the  row  making  the  least  fouls  wins.  Have 
enough  judges  to  count  all  the  fouls. 

This  can  be  played  in  an  open  space  with  the  groups  of  players  stand- 


93 

ing  in  rows  behind  a  starting  line  and  the  circles  several  feet  in  front  of 
the  starting  line. 

CAT  AND  RAT 

(Tag  Game).  Players  in  a  circle,  grasping  hands.  One  player  is  out- 
side and  is  the  cat;  another  is  within  and  is  the  rat.  The  cat  says, 
"I  am  the  cat."  The  rat  replies,  "I  am  the  rat."  The  cat  says,  "I  will 
catch  you."  The  rat  says,  "You  never  can."  The  cat  then  tries  to 
tag  the  rat.  The  players  assist  the  rat  by  letting  him  pass  under  arms, 
but  prevent  the  cat  from  doing  so.  If  it  proves  too  difficult  for  the  cat 
to  tag  the  rat,  have  two  cats  chase  the  same  rat.  If  there  are  40  or 
more  players,  it  will  be  better  to  have  two  games.  When  the  rat  is 
caught,  let  those  who  have  been  running  go  in  the. circle  and  choose 
other  runners. 

TIME  BALL 

(Kelay).  Draw  a  line  two  feet  from  the  front  wall  and  one  10  or  15 
feet  from  it  across  the  rows  of  seats.  A  leader  for  each  line  stands  on 
the  line  near  the  wall  with  a  ball  in  his  hand.  The  play  is  similar  to 
"Tag  the  Wall,"  except  that  each  player  goes  to  the  second  line  where 
it  crosses  his  row  of  seats,  and  receives  the  ball  tossed  or  thrown  by 
the  leader,  returns  it  to  the  leader,  and  takes  his  seat.  It  is  a  foul  to 
catch  the  ball  when  not  at  the  line.  Later  particular  kinds  of  throws 
or  tosses  may  be  specified,  in  which  case  it  is  also  a  foul  to  use  the 
wrong  throw.  Fouls  should  be  penalized  as  in  "All  Up."  Five  rounds 
are  played  and  score  kept. 

NINE  PINS 

(Goal  Game).  Players  in  couples,  marching  to  music  in  a  circle. 
One  player,  who  is  "It,"  stands  in  the  center.  When  the  music  stops 
every  player  on  the  inner  side  must  move  forward  and  join  the  outside 
player  of  the  next  couple  ahead.  The  one  who  is  "It"  tries  to  get  a 
place.  He  must  not  leave  the  center  till  the  music  stops.  The  one  left 
out  must  go  in  the  center  for  next  play.  Signals  may  be  used  as  in 
"Marching  to  Jerusalem,"  (Second  Grade,  First  Half  Year),  when  no 
music  is  available. 

RACING   AND   COUNTING   SCORES 

(Group  Contest).  Make  a  score  board  on  the  blackboard,  indicating 
each  row  by  a  number  or  letter.  Players  run  as  in  "Kacing,"  (First 
Grade,  First  Half  Year).  Have  front  players  run,  tag  front  wall,  and  re- 
turn to  seats,  sit  erect;  mark  a  score  for  the  row  whose  player  wins. 
Then  have  second  players  run;  mark  score;  others  in  a  similar  manner. 
Kepeat,  runners  tagging  rear  wall.  See  which  row  has  largest  score. 

CENTER  BASE 

(Tag  Game).  Players  in  a  circle,  a  ball  or  other  object  placed  in  the 
center.  Choose  one  player  to  be  "It."  This  player  takes  the  ball  and 
hands  it  to  another  player.  The  player  receiving  it  must  replace  the 
ball  in  the  center  of  the  circle  and  then  try  to  tag  the  one  who  is  "It" 


94 

before  the  latter  can  touch  the  ball.  Either  player  may  run  around 
or  thru  the  circle  in  any  direction.  If  the  one  who  is  "It"  can  touch 
the  ball  before  he  is  caught,  he  may  be'  "It"  again.  If  he  is  caught,  he 
goes  in  the  circle  and  the  chaser  is  "It." 

PASS   AND   TOSS    RELAY 

Two  rows  form  a  group  or  team.  Each  group  must  have  same  num- 
ber. The  two  rows  face  each  other.  Front  player  of  one  line  has  a 
ball.  When  the  teacher  gives  the  signal  to  start,  the  ball  is  passed  as 
rapidly  as  possible  from  player  to  player  of  that  line.  The  last  player 
tosses  it  across  to  the  last  player  of  the  other  line  and  immediately 
crosses  over  and  stands  beside  that  player.  The  ball  is  passed  up  the 
second  line  to  the*  front  and  across  to  first  line,  front  player  in  second 
line  crossing  over  after  passing.  Lines  keep  moving  to  make  room  for 
the  players  who  cross.  Continue  till  player  who  had  ball  at  first  gets  it 
again  after  passing  entirely  around  to  his  original  place.  Group  first 
completing  the  relay  wins.  Ball  must  be  handled  by  every  player,  or 
a  foul  should  be  called. 

Later  two  balls  may  be  used,  the  second  ball  starting  at  rear  end  of 
second  line  at  same  time  first  ball  leaves  front  end  of  first  line.  May  be 
played  in  an  open  space,  but  in  this  case  lines  must  be  drawn  on  floor 
at  front  and  rear  of  rows  and  end  players  must  stand  on  these  lines. 


THIRD  GRADE 

SECOND   HALF  YEAR    (3 A) 

Nine  gymnastic  lessons  are  given  for  one  half  year's  work.  Conse- 
quently a  new  lesson  should  be  started  every  two  weeks.  During  two 
weeks'  time,  the  physical  training  period  for  five  days  should  be  given 
to  exercises  and  the  other  five  divided  between  games  and  folk  dances. 
An  alternation  of  the  three  would  seem  most  advisable. 

LESSON  1. 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 

BEST  STANDING  POSITION  See  General  Instructions 

ORDER.    Drill  in  directions  of  right  and  left — (See  3B  Lesson  1). 

HEAD.  Hips — Firm — (See  3B  Lesson  1,  under  Arm) — Twist  head  to 
right — One — Two— (See  3B  Lesson  2).  Deep  breathing. 

LEG.  Hips — Firm — Heels  out  and  in,  eight  counts — Go — Using  toes 
as  pivots  and  at  the  same  time  rising  high  on  the  toes,  swing  heels  out 
until  feet  are  parallel,  with  heels  on  floor,  then  in  again,  making  the 
exercises  rhythmical  and  steady.  Increase  number  of  counts  to  16. 

ARM.     Quick     Changes    from — Hips— Firm — Chest — Firm — (See     3B 


95 

Lesson  1) — Shoulders — Firm — (See  3B  Lesson  2) — Head — Firm — (See 
3B  Lesson  2). 

PRECIPITANT.  Hands  in  position  for  running — Place — (See  3B  Lesson 
8) — Kun  around  room  one  row  at  a  time  to  seats.  As  soon  as  single 
rows  run  well,  let  two  rows  of  children  run  around  one  row  of  seats  so 
that  all  may  run  at  same  time.  Vary  with  skipping. 

BREATHING.  Grasp  sitting — Hands  on  near  corners  of  desks — Bend 
head  backward,  with  deep  breathing — One— Two — (See  3B  Lesson  1). 


LESSON  2. 

All  exercises  written  for  E  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.  Hips — Firm — Right  foot  forward — Place — Foot  replace — (See 
3B  Lesson  2).  Vary  directions. 

HEAD.  Hips — Firm — Twist  head  to  right — One — Two — (See  3B  Lesson 
3).  Deep  breathing. 

LEG.  Chest — Firm — Feet  apart — Jump — Raise  heels  to  eight  counts — • 
Go. 

ARM.    Arm  circling — One — Two — (See  3B  Lesson  5). 

PRECIPITANT.  Hips — Firm — Spring  upward  ivith  feet  apart  sideways 
eight  counts — Go — (See  3B  Lesson  2). 

BREATHING.     Raise  arms  sideways,  with  deep  breathing — One — Two. 


LESSON  3. 

All  exercises  written  for  K  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.     Close  and  open  feet,  eight  counts — Go — (See  3B  Lesson  5). 

HEAD.  Hips — Firm — Bend  head  backward — One — Draw  chin  in  and 
bend  head  backward  until  pupils  look  at  ceiling  without  rolling  their 
eyes.  At  the  same  time  take  a  deep  breath  and  stretch  hands  down  to- 
ward floor.  Two — Bring  head  back  to  position,  keeping  chin  in  from 
start  to  finish.  Exhale  and  relax  hands. 

LEG.    Hips — Firm — Bend  knees — One — Two — (See  3B  Lesson  3). 

ARM.  Shoulders — Firm — Stretch  arms  sideways — One — Shoot  arms 
out  sideways  on  a  level  and  in  straight  line  with  shoulders,  fingers  ex- 
tended, palms  down.  Two — Bring  arms  back  to  shoulders  firm. 

PRECIPITANT.  Hips — Firm — Run  in  place,  raising  feet  backward, 
tivelve  counts — On  toes — Go — (See  3B  Lesson  4). 

BREATHING.     Raise  arms  sideways,  ivith  deep  breathing — One — Two. 


96 


LESSON  4. 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.  Touch  step  forward  right — One — Touch  R  toe  lightly  in  front, 
keeping  heel  high  from  floor — Two — Keplace — Repeat  backwards  and 
sideways. 

HEAD.  Shoulders — Firm — Twist  head  to  right — One — Two.  Deep 
breathing. 

LEG.  Hips — Firm — Heels — Out — Raise  toes  eight  counts — Go.  Lift 
toes  as  high  as  possible  without  swinging  body. 

ARM.  Shoulders — Firm — Stretch  arms  upward — One — Shoot  both 
arms  vertically  upward  and  parallel,  palms  turned  inward — Two — Bring 
arms  back  to  shoulders  firm. 

PRECIPITANT.  Hips — Firm — Jump  in  place — One — Two — Three — (See 
3B  Lesson  6). 

BREATHING.     West  point  breathing — One — Two — (See  3B  Lesson  8). 

LESSON  5. 

All  exercises  written  for  K  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.  One  step  forward — March — (See  3B  Lesson  3).  This  must  be 
done  in  rhythm,  the  children  counting  until  it  is  executed  in  perfect 
time,  then  the  counting  dropped.  Repeat  to  side  and  back. 

Two  steps  forward — March — Beginning  K  foot,  take  two  steps,  for- 
ward, bringing  heels  together  on  third  count. 

LEG.  Hips — Firm — Heels — Out — Heel  and  toe  raising  to  twelve  counts 
—Go — Raise  first  heels  and  then  toes  alternately  in  steady  rhythm, 

ARM.  Stretch  arms  upward — One — Arms  brought  to  shoulders  firm 
— Two — Arms  stretched  upward,  with  palms  facing  in,  fingers  together 
and  as  near  ceiling  as  possible.  Stretch  arms  downward — One — Two. 

PRECIPITANT.  Spring  upward  with  feet  apart  sideways  and  clap 
hands  high  over  head  on  odd  counts  and  returning  to  sides  on  even 
counts,  ten  counts — Go. 

BREATHING.  With  palms  up,  arms  sideways — Raise — Raise  arms  up- 
ward with  deep  breathing — One — Arms  brought  to  parallel  position  over 
the  head,  palms  facing  each  other — Two — Arms  sinking  to  shoulder 
level. 

LESSON   6. 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.  Face  to  right — One — Raise  R  toe  and  L  heel  slightly  and 
make  a  quarter  turn  to  the  R  on  R  heel,  pushing  with  L  toe— Two— 


07 

Place  L  foot  beside  R,  heels  together.  Face  to  left — One — Two.  Reverse 
directions. 

HEAD.  Shoulders — Firm — Twist  head  to  right — One — Two.  Deep 
breathing. 

LEG.    Raise  arm  sideways  and  bend  knee — One — Two. 


Waiting  for  command  two  in  facing  to  right. 

ARM.  Chest — Firm — Trunk  forward — Bend— Arm  flinging  sideways 
—One — Two — (See  3B  Lesson  4). 

PRECIPITANT.  Hips — Firm — Run  in  place,  bending  knees  upward — Go, 
—Similar  to  a  quick  run  without  gaining  ground.  An  effort  must  be 
made  to  lift  the  knees  forward  and  upward  with  each  step — (See  3B 
Lesson  4). 

BREATHING.    Raise  arms  sideways,  with  deep  breathing — One — Two. 


LESSON  7. 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.    Hips — Firm — Heels — Out — Alternate  toe  raising  twelve  counts 
—Go.     (See  3B  Lesson  5 — Leg). 
13 


98 

LEG.  Head— Firm— Right  foot  forward— Place— Raise  heels  eight 
counts — Go.  Careful  not  to  sway  forward.  Body  goes  straight  up  as 
though  pulled  by  a  string  from  overhead. 

ARM,  HEAD.  Chest — Firm — Fling  arms  sideways,  and  twist  head  to 
right— One— Fling  arms  straight  out  to  the  sides,  palms  facing  down 
and  whole  arm  in  a  straight  line  at  height  of  shoulder,  and  twist  head  to 
E.  Two— Chest  firm  and  head  front. 

ARM.  Stretch  arms  sideicays — One — Arms  are  brought  to  shoulders 
firm — Two — Arms  stretched  sideways. 

PRECIPITANT.  Spring  upward  loith  feet  apart  sideways  and  clap 
hands  high  over  head  on  odd  counts,  returning  to  sides  on  even,  ten 
counts — Oo. 

BREATHING.     West  Point  breathing — One — Two. 

LESSON  8. 

All  exercises  written  for  E  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.  Three  steps  forward — March — Heels  brought  together  on 
fourth  count.  Vary  the  number  of  steps  and  practice  facings. 

HEAD.  Shoulders — Firm — Bend  head  backward — One — Two.  Deep 
breathing. 

ARM.  Stretch  arms  upward — One — Arms  brought  to  shoulders  firm 
—Two — Arms  stretched  upward.  To  get  back  to  position  give  the  com- 
mand, stretch  arms  downward — One — Two. 

LEG.  Head — Firm — Heels— Out — Heel  and  toe  raising  to  twelve 
counts — Go. 

PRECIPITANT.  Jump  in  place  and  fling  arms  sideways — One — Eaise 
heels  and  bend  knees — Two — As  jump  is  given,  arms  are  brought  quickly 
sideways  to  shoulder  level.  When  landing  on  toes  with  knees  bent,  arms 
are  returned — Three.  Stretch  knees.  The  arm  flinging  sideways  and  re- 
turn is  a  very  quick  movement  on  one  count. 

BREATHING.  Raise  arms  forward,  upward  and  sink  sideways — down- 
ward— One — Eaise  arms  as  command  indicates,  breathing  in  and  taking 
care  to  keep  elbows  and  wrists  straight  and,  what  is  more  important, 
the  head  and  body  in  fundamental  position.  Two — Lower  arms  as  in- 
dicated and  breathe  out. 

LESSON  9. 

All  exercises  written  for  E  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.  Three  steps  backward — March.  Vary  with  different  steps 
and  facings. 

HEAD,  ARM.  Shoulders — Firm — Twist  head  to  right  and  stretch  arms 
sideways — One — Two— Head  i§  brought  to  front  as  arms  are  bent. 


99 

ARM.     Stretch  arms  upward — One — Two. 

LEG.     Chest — Firm — Fling  arms  sideways,  and  bend  knees — One — Two. 

PRECIPITANT.  Hips — Firm — Right  foot  forward — Place — Spring  'with 
feet  apart  forward  and  backward  and  clap  hands  high  over  head  on  odd 
counts,  returning  to  sides  on  even,  ten  counts — Go. 

BREATHING.     West  Point  breathing — One — Two. 


THIRD  GRADE 

SECOND   HALF   YEAR 

RHYTHMIC  PLAYS 
Note :    Review  steps  given  at  beginning  of  first  half  year  of  this  grade. 

OUR    LITTLE   GIRLS 

Swedish 
(See  Reference  7) 


FRENCH  REEL 


tff  t 


**- 


m 


ff  M 


*:* 


100 

Formation :     Sets  of  four,  partners  standing  side  by  side. 

1.  Turning  toward  partner,  with  a  large  circle  of  R  arm,  slap  part- 
ner's R  hand   (1),  hold   (2).     Shake  hands  twice   (3.4).     Same  with  L 
(5-8).     Same  with  opposite  girl    (9-16). 

2.  Turning  again  to  partner,  slap  R  hands   (1)    own  hands    (2)    L 
hands    (3)    own    (4)    both   of  partner's    (5)    own    (6)    own  three  times 
(7,  8)    step  R  and  swing  L  foot  across    (9).     Step    L  and    swing    R 
across  (10)  continue  alternately  (11-16). 

3.  Join  hands  in  circle  of  fours,  walk  clockwise  eight  steps   (1-8) 
other  way  eight  steps   (9-16). 

4.  Grand  right  and  left  in  circles  of  fours   (1-16). 

5.  Head  and  foot  couples  each  clasp  hands.      Head    couple    holds 
hands  high,  and  foot  couple  marches  under,  head  couple  also  marching. 
(1-8)  turn  and  go  back,  foot  couple  raising  hands  (9-16).     Repeat  step- 
hop  described  in  Exercise  II.     End  with  curtsy  (1-8). 

NIXIE    POLKA 


Formation :  Single  circle.  Face  centre.  One  in  centre  as  leader. 
Hands  on  hips. 

Measures  1-4.  All  take  bleking  step — spring  feet  forward  alternately 
heel  on  floor,  toe  up.  On  last  note  clap  hands  once. 

Measures  5-7.  Leader  runs  twelve  steps  to  meet  a  partner.  Others 
in  place. 

Measure  8.     Stamp  twice. 

Repeat,  leader  and  partner  facing.  As  leader  turns  to  run  to  some 
other  player,  the  partner  follows,  placing  both  hands  on  the 
leader's  shoulders.  Repeat  until  all  are  in  line.  The  line  may 
face  about  each  time,  alternating  leaders.  In  large  classes  it 
is  well  to  start  with  two  in  the  centre,  each  leading  his  own 
line. 


SAILOR  BOY 
(See  reference  19) 


101 

BEAN    PORRIDGE 


Form  in  couples,  partners  facing. 

A. 

Clap  hands  against  thighs  (1)  ;  clap  hands  together  in  front  (2)  ;  clap 
hands  with  partner  (3),  one  measure. 

Eepeat   (1-2-3)   one  measure. 

Clap  against  thighs  (1)  ;  clap  hands  together  (2)  ;  clap  right  hand 
with  partner  (3)  ;  clap  hands  together  (4),  one  measure. 

Clap  left  hand  with  partner  (1)  ;  clap  together  (2)  ;  clap  both  hands 
with  partner  (3),  one  measure.  (Four  measures  in  all.) 

Repeat  all. 

B. 

Join  right  hands  and  change  places,  with  two  polka  steps  (1-2-3  1-2-3). 
Facing  partner,  clap  own  hands  together  (1-2-3)  ;  stamp  three  times, 
shaking  head  (1-2-3) ;  four  measures. 

Repeat  to  place. 

C. 

Join  both  hands  Avith  partner,  keeping  hands  stretched  out  to  the  side, 
and  Glide  polka  eight  measures. 

Note :    The  motions  in  the  first  part  are  suggested  by  the  old  verses : 

Bean    Porridge   hot, 
Bean  Porridge  cold, 
Bean  Porridge  in  the  pot, 
Nine  days  old. 


102 

Some  like  it  hot, 
Some  like  it  cold, 
Some  like  it  in  the  pot, 
Nine  days  old. 


THIRD  GKADE 

SECOND  HALF  YEAR 

MISCELLANEOUS  PLAYS  AND  GAMES 

« 

BLACKBOARD   RELAY 

The  competing  rows  must  be  placed  where  there  is  a  blackboard  at  the 
front  or  rear.  Played  much  like  "Tag  the  Wall,"  (Second  Grade  First 
Half  Year).  First  player  of  each  line  has  a  piece  of  chalk.  At  the  signal 
he  runs  to  the  board  and  makes  a  mark  with  the  chalk,  then  returns 
and  hands  chalk  to  next  player,  who  runs  and  marks  in  his  turn.  Later, 
players  may  be  required  to  make  a  cross,  square,  circle,  capital  letter, 
small  letter,  comma,  dash,  question  mark,  etc.  The  teacher  is  the  judge 
as  to  whether  these  marks  come  up  to  the  requirements,  and  each  team 
is  charged  with  a  foul  for  every  such  defect. 

TWIRLING 

(Imitative).  There  should  be  a  leader  for  each  group  of  6  to  10  play- 
ers. The  leader  grasps  each  player  in  turn  by  the  arm  and  gives  him  a 
pull  and  a  whirling  motion,  vigorous  enough  to  make  him  turn  around 
once  or  twice  but  not  enough  to  cause  a  fall.  On  gaining  his  balance 
the  player  must  stop  in  the  first  position  assumed,  and  stay  in  that 
position  until  all  are  "twirled."  Before  doing  this  the  leader  tells  them 
how  they  must  try  to  look,  as:  sad,  merry,  dignified,  cross,  etc.  When 
all  are  in  position  the  leader  inspects  the  positions  and  expressions  and 
chooses  the  one  who  does  best  for  the  next  leader. 

HOPPING   RELAY 

Like  "Tag  the  Wall,"  (Second  Grade,  First  Half  Year),  excepting 
that  players  must  hop  on  one  foot  to  the  wall  and  on  the  other  foot  re- 
turning. 

MAZE    TAG 

Players  standing  in  an  open  space  so  as  to  make  straight  rows  both 
from  front  and  to  rear  and  from  side  to  side.  A  runner  and  a  chaser 
are  chosen.  Players  all  face  same  way  and  grasp  hands  with  those  on 
each  side.  Chaser  tries  to  tag  runner,  going  up  and  down  the  rows  but 
not  breaking  thru  or  going  under  arms.  The  teacher  aids  the  runner  or 
the  chaser  by  commanding  "right  face"  or  "left  face"  at  the  proper  time. 
At  this  command  the  players  drop  hands,  face,  and  grasp  hands  in  the 


103 

new  direction,  thus  blocking  or  opening  a  passage  for  one  of  those  who 
are  running.  Two  chasers  may  chase  the  same  runner,  if  tagging  proves 
difficult.  Choose  new  runners  at  frequent  intervals. 

MAIL    MAN 

(Goal  Game).  Players  in  a  circle.  Each  chooses  the  name  of  a  post- 
office,  which  may  be  that  of  any  city.  One  player  stands  in  the  center 
and  is  the  mail  man.  He  asks  each  one  in  order  what  postoffice  he  repre- 
sents, and  they  must  answer.  He  then  calls  the  names  of  two  or  three 
postoffices  and  the  players  having  those  names  must  change  places.  If 
the  mail  man  can  get  a  place  during  the  exchange  the  one  left  out  must 
be  mail  man.  If  the  players  do  not  change  places  promptly  the  mail 
man  may  count  ten,  and  any  player  who  has  not  then  left  his  place 
forfeits  it,  and  must  change  places  with  the  mall  man. 

BAG  PILE 

(Relay).  Players  stand  between  rows  of  seats.  Put  10-15  bean  bags 
on  front  desk  of  each  row.  At  the  signal  the  first  player  takes  the  bags 
one  by  one  and  passes  them  down  the  line.  The  last  player  places  the 
first  bag  on  the  floor  and  piles  the  rest  as  they  come  on  top  of  it.  The 
first  row  to  get  its  bag  stacked  wins.  The  player  who  stacked  the  bags 
then  brings  them  to  the  front  and  becomes  first  player  for  the  next 
time.  When  each  player  has  had  a  turn  at  stacking  the  bags,  see  which 
row  has  won  the  most  times. 

THE  NIGHT  BEFORE  CHRISTMAS 

(Tag  Game).  Players  in  a  circle.  Give  each  player  the  name  of 
something  connected  with  the  story  of  Santa  Glaus,  as  sled,  reindeer, 
snow,  fur  coat,  chimney,  Christmas  tree,  stocking,  candy,  pop  corn,  horn, 
drum,  etc.  One  chosen  to  be  "It"  must  stand  in  the  center  and  tell  a 
Christmas  story.  Whenever  he  mentions  the  name  of  any  of  these 
things  the  one  who  has  that  name  must  turn  around;  if  the  name  of 
Santa  Glaus  is  mentioned,  all  must  turn  around.  Any  player  who  can 
be  tagged  by  the  one  who  is  "It"  before  he  has  turned  completely  around 
must  be  "It"  and  go  on  with  the  story.  The  circle  must  be  of  the  right 
size  to  make  this  game  successful.  If  seats  are  available  the  players 
may  sit,  and  then  of  course  the  circle  should  be  larger. 

BEAN    BAG    RELAY 

Draw  a  circle  a  foot  in  diameter  in  front  of  the  front  seat  of  each  row 
and  another  back  of  the  back  seat.  Place  three  bean  bags  in  each  front 
circle.  At  the  signal  the  first  player  starts  forward,  takes  the  bean  bags, 
one  at  a  time,  from  the  front  circle  and  places  them  in  the  back  circle, 
then  takes  his  seat.  Then  the  next  player  starts  toward  the  back  of  the 
room  and  carries  the  bags  to  the  front  circle.  This  continues  till  all 
have  run  and  the  last  player  is  seated.  The  row  finishing  first  wins, 
unless  fouls  are  made.  It  is  a  foul  to  take  more  than  one  bag  at  once, 
to  start  before  preceding  player  is  seated  or  to  fail  to  place  the  bags 
in  the  circle.  No  team  making  fouls  may  win  unless  all  have  made 
fouls;  then  the  one  with  the  fewest  fouls  wins. 


104 

I:\CIIA\<.I; 

l'la\ers  scaled.     <  Mie  chosen   io  be  "II"  slamls  in   fronl   of  (he  rows  of 
seals.     The   (earlier  ealls   Hie  names  of   I  \\  o   playei's  who  iniisi    I  r y  io  »'\ 
rliani;e  seals  before  I  he  (»ne  who  is  "11"  can  (:i«j  eilhei-  of  Ihein.     Tlu;  one 
|j|^^e<|  is  "II."     If  neither  is  la<^e<|,  I  wo  oilier  names  ai-e  <-alle<l  wilh  lh«' 
same  one  "II." 


Xofc:      In   tin.   following  m;ih-ri;il    fifteen   slory   pbi.ys,   s^veri    rhythmic: 
plnys    Jirnl    s<-\<-n    gai  tlu-    iniriiniiini    niiirilx-r    i«.    COV<T    in    one  luilf 


In   '-JH-II   of   the   llin-».   |<iml<   of   work    Hie   l«-;H-|i(-r  should    ni:ik»-   ln-r 
sr-N-cMons   lo    fit    (lie   coiuliiions  of   licr  ^ronp  of   children. 


FOURTH  GRADE 

FIRST   HALF  YEAR 

Mne  gymnastic  lessons  are  given  for  one  half  year's  work,  conse- 
quently a  new  lesson  should  be  started  every  two  weeks.  During  two 
weeks7  time,  the  physical  training  period  for  five  days  should  be  given 
to  exercises  and  the  other  five  divided  between  games  and  folk  dances. 
An  alternation  of  the  three  would  seem  most  advisable. 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sides. 

LESSON   1. 

BEST  SITTING  POSITION 

BEST  STANDING  POSITION  See  General  Instructions 

ORDER.  Face  to  right — One — Two — (See  3 A  Lesson  6) — Face  to  left 
— One — Two. 

ORDER.  One  step  forward — March — (See  3  Lesson  5) — Vary  with  two 
and  three  steps. 

HEAD.  Hips — Firm — (See  3B  Lesson  1  under  Arm) — Twist  head  to 
right— One— Two—  (See  3B  Lesson  2). 

ARM.  Quick  changes  between — Chest — Firm — (See  3B  Lesson  1)  — 
Head — Firm — Shoulders — Firm — (See  3B  Lesson  2). 

LEG.  Hips — Firm — Heels — Out — Bend  Knees — One — Two —  ( See  3B 
Lesson  3). 

PRECIPITANT.  (1)  Hips — Firm — Run  in  place,  raising  feet  backward 
ten  counts — Go — (See  3B  Lesson  4). 

PRECIPITANT.  (2)  Hips — Firm — Run  in  place,  bending  knees  upward 
— Go — Similar  to  a  quick  run  without  gaining  ground.  An  effort  must 
be  made  to  lift  the  knee  forward  and  upward 'with  each  step — (See  3A 
Lesson  6). 

BREATHING.  Raise  arms  sideways,  with  deep  breathing — One — Two — 
(See  3B  Lesson  2). 

LESSON  2. 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.  Hips — Firm — Foot  placing  forward,  first  right  and  then  left, 
eight  counts — Go — (See  3B  Lesson  2). 

HEAD,  ARM.  Arms  sideways — Raise — Twist  head  to  left  and  right- 
four  counts- — Go.  Deep  breathing. 

LEG.  (1)  Chest — Firm — Heels — Out — Heel  and  toe  raising  eight 
counts — Go — (See  3B  Lesson  4). 

LEG.     (2).    Raise  arms  sideways,  and  bend  knees — One — Two. 

PRECIPITANT.  (1)  Jump  in  place — One — Two — Three — (See  3B  Les- 
son 6). 


10T 

PRECIPITANT.  (2)  Spring  with  feet  apart  sideways  and  clap  hands 
high  over  head  on  odd  counts,  returning  to  sides  on  even,  ten  counts — 
Go— (See  3B  Lesson  2). 

BREATHING.  Raise  arms  forward  upward  and  sink  sideways  down- 
ward— One — Two — (See  3A  Lesson  8). 

LESSON  3. 

All  exercises  written  for  E  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.  Right  or  Left — Face — Two  steps  to  right — March — In  rhythm 
take  two  side  steps  to  right.  Children  counting  to  four  until  done  in 
perfect  time,  then  counting  dropped.  Heels  are  brought  together  on 
counts  two  and  four. 

ARM.     Stretch  arms  sideways — One — Two — (See  3A  Lesson  7). 

LEG.  Chest — Firm — Knees — Bend — Fling  arms  sideivays  twice — One 
—Two — One — Two. 

TRUNK.  Hips — Firm — Feet  apart— Jump — Bend  Trunk  forward — One. 
Bend  forward  from  hips,  keeping  knees  and  back  straight  and  head  well 
up,  with  chin  in.  Return  to  upright  position — Two. 

PRECIPITANT.  Hips — Firm — Right  foot  forward — Place — Spring  with 
feet  apart  forward  and  backward  ten  counts — Go. 

BREATHING.     West  Point  treating — One — Two — (See  3B  Lesson  3). 

LESSON  4. 

All  exercises  written  for  E  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.  Mark  time — Raise  left  heel — March — Lift  L  foot  upward  about 
3  inches,  stretching  toe  down  and  replace  it  beside  K  foot.  Kepeat  with 
alternating  feet  in  the  rhythm  of  marching,  but  without  noise.  Body 
held  steady.  Class — Halt — Give  as  either  foot  strikes  the  floor.  Mark 
with  the  other  foot  once,  count  1 ;  bring  first  foot  firmly  beside  it,  count 
2. 

ORDER.  Class  forward — March— Move  L  foot  straight  forward  and 
continue  with  alternate  feet.  The  rhythm  should  be  fast,  the  feet  well 
lifted,  with  toes  pointing  straight  ahead.  Class — Halt — Given  as  either 
foot  strikes  the  floor.  A  step  forward  with  the  other  foot  once,  count 
1;  bring  backward  foot  firmly  beside  it,  count  2. 

HEAD,  LEG.  Hips — Firm — Knees — Bend — Twist  head  to  right — One- 
Two.  Deep  breathing. 

TRUNK.  Hips — Firm — Feet  apart — Jump — Bend  sideways  to  right — 
One — Bend  to  R,  keeping  knees  straight,  head  well  up  and  chin  in,  eyes 
to  front — Two — Return.  Three  times  each  side. 

PRECIPITANT:  With  hands  in  position  for  running,  run  around  room 
-(See  3B  Lesson  8). 

BREATHING.  Raise  arms  forward  upward  and  sink  sideways  down- 
ward— One — Two. 


108 


,  LESSON   5. 

All  exercises  written  for  E  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.  Class  backward — March — Very  short  steps  backward — Class 
—Halt. 

HEAD.     Shoulders — Firm — Bend  head  backward — One — Two. 

ARM.     Stretch  arms  upward — One — Two — (See  3 A  Lesson  5). 

LEG.  Hips — Firm — Right  foot  forward — Place — Raise  heels  eight 
counts — Go.  No  swaying  forward.  Head  to  go  up  as  though  pulled  by 
a  string. 

TRUNK.  Hips— Firm— Feet — Close  —  Trunk  forward  —  Bend  —  Twist 
head  to  right — One — Two.  TVw^— Raise. 

PRECIPITANT.  Same  as  in  3B  Lesson  5,. with  the  difference  of  stepping 
forward  and  then  backward,  instead  of  in  place.  When  the  forward 
foot  is  raised  it  remains  in  front. 

BREATHING.  Arms  sideways — Raise — Turn  hands  ivith  deep  breathing 
— One — Palms  turning  forward  upward — Two — Hands  returning. 

LESSON   6. 

All  exercises  written  for  K  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.  Hips — Firm — Place  right  foot  forward  and  then  backivard 
eight  counts— Go — Be  careful  to  place  whole  of  foot  on  floor  and  trans- 
fer weight — Heels  together  on  even  counts — Vary  directions. 

HEAD,  LEG.  Hips — Firm — Knees — Bend — Twist  head  to  right — One — 
Two.  Deep  breathing. 

ARM,,  LEG.  Heels — Out — Shoulders — Firm — Stretch  arms  upward  and 
raise  heels — One — Shoulders  firm  and  heels  sink — Two. 

TRUNK.     Hips — Firm — Bend  trunk  sideways  to  right — One — Two. 

PRECIPITANT.  Hips — Firm — Left  Foot — Raise — Hop  three  times  right, 
three  times  left,  three  times  right — Go. 

BREATHING.  With  palms  up,  arms  sideways — Raise — Raise  arms  up- 
ward, with  deep  breathing — One — Arms  to  parallel  position  above  head 
— Two — Arms  return. 

LESSON   7. 

All  exercises  written  for  K  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.  Head — Firm — Close  and  open  feet  ten  counts — Go — (See  3B 
Lesson  5). 

LEG,  ARM.  Circle  arms  and  lend  knees — One — Two.  (For  arm  cir- 
cling see  3B  Lesson  5). 


109 

HEAD.  Shoulders — Finn — Bend  head  backward — One — Two.  Deep 
breathing. 

TRUNK.  Hips — Firm — Right  foot  forward — Place — Bend  sideways  to 
right — One — Two. 

PRECIPITANT.  Class  forward — March— Class — Halt — Class  forward — 
March — On  toes — March — On  tiptoes,  beginning  on  first  step  after  com- 
mand March — Normal — March. 

BREATHING.     West  Point  breathing — One — Two. 

LESSON   8. 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.  Foot  placing  forward  and  return,  sideways  and  return,  and 
backward  and  return,  to  12  counts — Go. 

LEG,  ARM.  Feet  apart — Jump — Raise  arms  sideways  upward  and 
raise  heels — eight  counts — Go. 

HEAD,  LEG.  Hips — Firm — Right  foot  forward — Place — Knees — Bend 
—Twist  head  to  right — One — Two. 

ARM,  TRUNK.  Arms  sideways — Raise — Trunk  forward — Bend — Turn 
hands — One — Two. 

PRECIPITANT.  Hips — Firm — Running  with  hop,  on  each  step,  three 
steps  forward  and  three  steps  backward — Go. 

BREATHING.  With  palms  up,  arm  sideways — Raise — Raise  arms  up- 
ward, with  deep  breathing — One — Two. 

LESSON   9. 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.  Three  steps  forward — March — Heels  together  on  the  fourth 
count — Vary  directions — If  sideways,  done  in  six  counts. 

ARM,  LEG.  Shoulders — Firm — Bend  knees  and  stretch  arms  sideways 
—One— Two. 

LEG.  Hips — Firm — Right  knee  upward — Bend — Alternate  knee  'bend- 
ing upward  beginning  with  left  foot,  eight  counts — Go. 

HEAD,  TRUNK.  Hips — Firm — Right  foot  forward — Place — Trunk  for- 
ward— Bend — Twist  head  to  right — One — Two. 

PRECIPITANT.  (1)  Class  forward — March — On  toes — March — Normal 
—March. 

PRECIPITANT.  (2)  Hips — Firm — Right  foot  forward — Place — Spring 
with  feet  apart  forward  and  backward  ten  counts — Go. 

BREATHING.  Raise  arms  forward  upward  and  sink  sideways  down- 
ward— One — Two. 


110 


FOUETH  GRADE 

FIRST    HALF   YEAR 

RHYTHMIC  PLAYS 
Note :    Review  steps  given  at  beginning  of  third  grade,  first  half  year. 

RITSCIT,  RATSCH 

Swedish  Song  Play 
From  "Swedish   Song  Plays" 

By  permission  of  Mr.  Jacon  Bolin. 


n1 

t= 

L 

._i  



•i^- 

f— 

m 

=i= 

=3= 

1  

fTK  F 

Ez 

• 

1 

• 

- 
-h 

-p- 

L           m 

i      .     —  , 
—  F  —  p  — 

4ti 

^ 

4- 

. 

—  P- 

'  J 

J      V 

r 

^ 

r 

t 

J   J 

• 

, 

r 

9      f* 

— 

E     • 
T=iJ= 

_iz  

^H" 

r 

d^fj- 

r  r  r  r 

r 

f 

—  P 

i 

f 

£  

•  2 

cxa 

•  J  J  J. 

IM- 

ff=F 

-j-J 

=ti 

—  • 

F- 

fM^ 

4-4- 
r  _p 

f  

^ 

J  Jl 

4^ 

9 

•  • 

^ 

J    J   ' 

P  |P  

-r- 

?;  f 

—  i- 

-f 

! 

| 

1 

-*  — 

—  f- 

=  f= 

=4 

1  A- 

Ritsch,  ratsch,  filebom-bom-bom, 

Filebom-bom-bom,  filebom-bom-bom ! 

Ritsch,  ratsch,  filebom-bom-bom, 

Filebom-bom-bom,  filebom ! 

Miss  Henderson,  Miss  Henderson,  Miss  Henderson, 

Miss  Henderson,  and  little  Ann  Marie. 

They  washed  themselves  in  oceanwater,oceanwater,  oceanwater, 

Washed  themselves  in  oceanwater,  oceanwater  clear. 

Players  arranged  in  groups  of  four.     While  singing  "Ritsch,  ratsch, 

filebom filebom"    twice   they   stand   facing   each   other,    clapping 

hands  on  each  "ritsch"  and  on  each  "ratsch,"  thereafter  immediately 
placing  their  hands  on  the  hips  and  taking  "heeltouch"  forward  in  time 


Ill 

to  the  music  beginning  with  left  foot.  Singing  the  fourth  line  they 
mark  well  the  last  step  with  an  appel,  grasp  hands,  and  those  standing 
opposite  each  other  in  the  groups  alternately  bow  and  courtesy  each 
time  they  sing  "Miss  Henderson,"  and  on  "little  Ann  Marie"  they  clap 
hands  three  times.  Then  they  clasp  hands  again,  swing  around  to  the 
left  with  courtesy  steps  singing  "They  washed  themselves ocean- 
water"  till  the  end.  On  "clear"  they  stop  with  a  well-marked  appel,  and 
begin  the  play  anew. 

TANTOLI 

Swedish 

(See  Reference  7) 

KLAPPDANS. 


=tt±&f=s=i  fc-^=s=t:-s-s-t!=:- 

zitiiEr  -±-  :=il±± 


I-    %  - 

^-^  ~l~  = 


f-1-  *£* 


£E£EtjEi 


Formation:     Double  circle.      Partners    face    forward.      Join    inside 

hands,  outside  hands  on  hips. 
Measures   1-8.     Polka  step   forward,   beginning  with   outside  foot — 

step,  close,  step ;  alternating  feet. 
Measures  1-8  (repeated).    Heel  and  toe  polka,  bending  backward  on 

"heel,"  and  forward  on  "toe." 


112 


Measures  9-12.    Face  partners  and  bow.    Up.    Clap  three  times.    Re- 

peat. 
Measures  13-14.     Clap  partner's  rright  hand.    Clap  own  hands.    Clap 

partner's  left  hand.     Clap  own  hands. 

Measure  15.     Turn  to  left  striking  right  hand  against  partner's. 
Measure  16.     Stamp  three  times. 
Measures  9-16.    Repeat. 
Repeat  from  beginning. 

SWISS    MAY   REVEL 


The  cuckoo  is  singing, 
The  May  it  is  here, 
In  the  field  and  the  forest 
The  green  doth  appear, 
Then  dance,  children,  dance, 
While  the  sky  it  is  blue; 
Turn  'round  and  turn  under, 
While  I  go  with  you. 

1.  Form  a  double  circle  all  facing  to  the  right,  with  right  hands 
joined. 

2.  Run  forward  to  first  hold  and  bow.    Turn  and  run  back  to  second 
hold  and  bow. 

3.  Bow  partner  out,  bow  partner  in.     At  the  word  turn,  partners 
with  right  hands  still  joined,  turn  to  the  right  once  around,  back  to 
place.    The  one  on  the  inside  of  the  circle  finishes  the  turn  by  spinning 
the  outside  one  on  to  the  next  partner  ahead.     In  this  way  partners 
change  at  each  singing  of  the  song. 

This  is  arranged  after  the  twirling  forms  of  the  Swiss  Festival.  But 
one  verse  is  given  of  the  many  which  describe  the  joys  of  spring.  The 
Cuckoo  is  particularly  characterized  as  the  bird  of  Spring. 


113 


FOURTH  GRADE 

FIRST    HALF    YEAR 

MISCELLANEOUS  PLAYS  AND  GAMES 

OVERTAKE 

(Relay).  Players  in  a  large  circle  in  a  clear  space.  Number  around 
the  circle  by  ones  and  twos.  The  ones  play  against  the  twos.  One  team 
should  be  marked  by  a  paper  pinned  on  handkerchief  around  arm,  or 
some  other  way  that  will  make  players  easily  distinguished.  Each  team 
has  a  leader  standing  near  the  center  of  the  circle,  and  each  leader  has 
a  ball.  At  a  signal  from  the  teacher  each  leader  tosses  the  ball  to  one 
of  his  team  who  quickly  tosses  it  back.  It  is  tossed  to  each  on6  of  the 
team  in  turn  and  tossed  back,  going  around  the  circle  clockwise.  Each 
team  tries  to  overtake  the  other.  The  one  finishing  a  round  first  is 
given  a  score.  Repeat,  going  in  opposite  direction.  Each  leader  may 
begin  each  time  with  any  player  of  his  side.  The  side  first  getting  ten 
scores  wins. 

HAVE  YOU    SEEN   MY   SHEEP 

(Tag  Game).  Players  in  a  circle.  One  player  is  chosen  as  shepherd. 
He  goes  around  the  outside,  taps  a  player  on  the  back,  and  asks  "Have 
You  Seen  my  Sheep?"  The  player  asks  "How  is  he  dressed?"  The 
shepherd  then  tells  something  of  the  dress  of  one  of  the  players  in  the 
circle,  as — "He  wears  a  blue  coat  and  low  shoes."  The  player  questioned 
tries  to  guess,  as  details  are  added  to  the  description.  When  he  guesses 
correctly  the  shepherd  says  "Yes,"  and  the  guesser  chases  the  one  de- 
scribed. Both  must  run  on  the  outside  of  the  circle.  If  the  chaser 
catches  the  runner  before  the  latter  has  returned  to  his  place,  the  chaser 
becomes  shepherd ;  if  he  does  not,  the  runner  becomes  shepherd.  Notice 
that  the  shepherd  does  not  run. 

THE    BEATER    GOES    ROUND 

(Goal  Game).  Players  seated,  eyes  closed  and  hands  held  behind  the 
back.  A  player  with  a  knotted  handkerchief  goes  on  tip-toe  up  and 
down  the  aisles  and  drops  the  handkerchief  in  some  player's  hands.  The 
player  receiving  the  handkerchief  at  once  begins  to  beat  the  one  in  front 
of  him  between  the  shoulders  writh  it.  The  one  hit  jumps  up  and  runs 
around  the  room  to  escape  and  the  beater  chases  him  and  hits  him  as 
often  as  he  can  until  the  runner  has  regained  his  own  seat.  The  beater 
then  goes  round  on  tip-toe,  puts  the  handkerchief  in  another  player's 
hands,  and  the  game  goes  on.  This  can  also  be  played  in  a  circle  in  an 
open  space. 

TOSS  BALL 

(Imitative).    Players  seated.    Teacher  or  leader  has  a  bean  bag  or  a 
rather  large  and  light  ball.    Leader  tosses  the  ball  quickly  to  any  player, 
15 


114 

and  that  one  must  rise  and  catch  it  and  throw  it  back.  If  he  misses  it 
or  fails  to  rise  before  it  reaches  him  he  has  one  point  counted  against 
him.  Success  depends  on  quick  and  accurate  work  by  the  leader  and 
showing  no  partiality.  Later  it  may  be  best  to  require  the  ball  to  be 
returned  by  the  same  kind  of  throw  used  by  the  leader. 

HURLY   BURLY  BEAN   BAG 

(Relay).  Players  seated,  a  bean  bag  on  each  front  desk.  At  signal 
each  front  player  takes  bag  and  tosses  it  up  and  back  over  his  head. 
The  player  behind  him  must  clap  his  hands  after  bag  is  thrown  and 
then  catch  it  or  pick  it  up  and  do  the  same  with  it.  Kear  player,  on 
getting  it,  hops  down  aisle  to  front  of  room  and  there  executes  some 
movement  previously  agreed  upon;  while  he  is  doing  this  all  the  other 
players  move  back  one  seat.  When  he  has  finished  the  movement  the 
player  from  the  rear  takes  the  front  seat  and  begins  as  at  first.  This 
continues  until  the  player  who  was  in  the  front  seat  reaches  it  again 
and  puts  the  bag  on  the  desk  as  in  the  beginning.  The  row  doing  this 
first  wins. 

PARTNER  TAG 

Players  seated.  Choose  a  chaser  and  a  runner.  Eunner  may  become 
free  by  taking  a  seat  with  another  player,  who  must  then  jump  up  and  be 
runner.  If  the  chaser  tags  the  runner,  the  latter  at  once  becomes  chaser 
and  must  tag  the  one  who  caught  him  if  possible.  Notice  that  this  is 
much  like  "Fox  and  Squirrel,"  (First  Grade,  Second  Half  Year),  but 
less  dramatic.  This  can  be  played  and  is  more  difficult  with  the  players 
standing  in  couples  in  an  open  space,  the  couples  in  a  line  or  in  irregular 
positions.  In  this  case  the  way  to  escape  is  to  grasp  the  arm  of  one 
player  of  a  couple,  and  the  partner  of  that  player  then  becomes  runner. 

MEET   AT  THE   SWITCH 

(Individual  contest).  Teacher  stands  in  front  of  the  room,  a  bean 
bag  in  each  hand.  Two  players  stand  ready  and  at  a  signal  each  takes 
one  of  the  bags  from  the  teacher's  hand  and  they  run  around  the  room 
in  opposite  directions,  passing  at  the  rear  of  the  room  like  cars  on  the 
switch,  each  .turning  to  right.  The  one  returning  the  bag  to  the  teacher 
first  wins.  This  can  be  made  a  group  contest  by  having  two  teams, 
counting  a  score  for  each  winner,  and  seeing  which  side  gets  most  scores. 

OVERHEAD  RELAY 

Players  standing  in  rows  in  an  open  space,  same  number  in  each  row 
and  end  players  of  each  row  standing  on  a  line  on  the  floor,  to  give 
the  rows  an  equal  length.  Players  face  so  as  to  stand  one  behind 
another.  Front  player  of  each  row  has  a  ball.  At  a  signal  the  ball  is 
passed  back  over  the  heads  of  the  players ;  the  rear  player  runs  forward 
on  right  side  of  his  row,  takes  his  place  at  the  front,  and  at  once  begins 
the  same  player.  This  continues  until  the  player  who  was  in  front  at 
first  comes  to  the  same  place  again  and  holds  the  ball  up.  The  row  doing 
this  first  wins.  It  is  a  foul  if  any  player  fails  to  handle  the  ball  in  his 
turn,  if  any  player  who  drops  the  ball  does  not  himself  get  it  and  pass 


115 

it  on  from  his  place  in  the  row,  or  if  end  players  do  not  stand  on  the 
floor  lines.  Fouls  should  be  penalized  as  in  Bean  Bag  Relay,  (Third 
Grade,  Second  Half  Year). 

POTATO  RACE 

(Individual  Contest).  Mark  a  starting  line  near  one  side  of  an  open 
playing  space;  six  feet  from  it  make  a  circle  18  inches  in  diameter,  and 
at  intervals  of  3  feet  from  the  circle  and  beyond  it  mark  from  6  to  10 
crosses,  depending  on  the  size  of  the  room.  In  the  circle  place  as  many 
bean  bags,  potatoes,  erasers  or  blocks  of  wood  as  you  have  crosses.  This 
is  the  outfit  for  one  runner;  provide  as  many  as  room  and  time  allow. 
The  players  can  do  this  quickly  by  organizing  the  work.  At  the  signal 
each  player  who  is  to  run  starts  forward  from  the  starting  line,  takes 
a  bag  from  the  circle  and  places  it  on  a  cross,  returns  and  gets  another 
and  places  it  likewise,  and  continues  until  all  are  placed;  then  he  re- 
turns to  the  starting  line.  The  first  to  cross  the  starting  line  after 
doing  his  work  is  winner.  It  is  a  foul  to  fail  to  leave  a  bag  on  a,  cross. 
The  next  set  of  runners  can  start  with  the  bags  on  the  crosses  and  bring 
them  one  by  one  to  the  circle. 

This  can  be  made  a  group  contest  by  having  teams  and  counting  the 
scores  in  the  different  races.  It  can  also  be  done  in  the  aisles  of  the 
schoolroom. 

BLACKBOARD   RELAY,    SECOND 

This  is  like  the  blackboard  relay  played  in  the  third  grade,  but 
instead  of  marks  and  letters,  words  must  be  written;  these  may  be 
required  to  form  a  sentence,  numbers  may  be  written  and  afterwards 
added,  subtracted,  etc.,  by  the  succeeding  players,  or  each  player  may 
write  his  own  name.  It  is  often  interesting  to  have  the  last  player  re- 
quired to  erase  all  his  team  has  written,  or  each  child  may  erase  his  own 
writing,  passing  the  eraser  as  he  did  the  chalk. 


FOURTH  GRADE 

SECOND    HALF   YEAR    (4A) 

Nine  gymnastic  lessons  are  given  for  one  half  year's  work,  conse- 
quently a  new  lesson  should  be  started  every  two  weeks.  During  two 
weeks'  time  the  physical  training  period  for  five  days  should  be  given 
to  exercises  and  the  other  five  divided, between  games  and  folk  dances. 
An  alternation  of  the  three  would  seem  most  advisable.- 

LESSON    1. 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 

BEST  STANDING  POSITION  See  General  Instructions 

ORDER.    Mark  time — March. — Class — Halt  (See  4B  Lesson  4). 
HEAD.    Circle  arms  and  twist  head  to  right — One — Two — (For  arm 
circling  see  3B  Lesson  5;  for  head  twisting  to  R  see  3B  Lesson  2). 


116 

LEG.  Hips— Firm — (See  3B  Lesson  1  under  arm) — Heels  out  and  in 
ten  counts — Go — (See  3A  Lesson  1). 

ARM.  Quick  changing  between — Chest— Firm — (See  3B  Lesson  1)  — 
Shoulders— Firm—  (See  3B  Lesson  2)— Head— Firm—  (See  3B  Lesson  2). 

TRUNK.  Hips — Firm — Feet  apart — Jump — Bend  forward — One.  Bend 
forward  from  hips,  keeping  knees  and  back  straight  and  head  well  up, 
with  chin  in.  Two — Return  to  upright  position. 

PRECIPITANT.  (1)  Hips — Firm — Jump  in  place — One — Two — Three 
-(See  3B  Lesson  9). 

PRECIPITANT.  (2)  With  hands  in  position  for  running,  run  around 
room — (See  3B  Lesson  15). 

BREATHING.     Hips.    Firm — Deep  breathing — One — Two. 

LESSON   2. 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.  (1)  Two  steps  forward — March — Beginning  R  foot,  take  two 
steps  forward,  bringing  heels  together  on  third  count. 

ORDER.  (2).  Three  steps  forward — March — Heels  brought  together 
on  fourth  count. 

HEAD.  Shoulders — Firm — Bend  head  backward — One — Two — (See  3A 
Lesson  3). 

LEG.  Head — Firm — Feet  apart — Jump — Raise  heels  ten  counts — Go — 
Count  one,  raise  heels;  count  two,  sink  them. 

ARM.  Shoulders — Firm — Stretch  arms  sideways — One — Two — (See  3A 
Lesson  4). 

TRUNK.  Hips — Firm — Right  foot  forward — Place — >(See  3B  Lesson 
2).  Bend  trunk  to  R — One — Two. 

PRECIPITANT.  (1)  Jump  in  place,  fling  arms  sideways — One — Two — 
Three— (See  3B  Lesson  6). 

PRECIPITANT.  (2)  Hands  in  position  for  running — Place — Run  in 
place,  raising  feet  backward  ten  counts — Go — (See  3B  Lesson  4). 

BREATHING.  Raise  arms  forward  upward  and  sink  sideways  down- 
ward— One — Two— (See  3 A  Lesson  8). 

LESSON   3. 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.  Right — Face — And  Left — Face — >(See  3A  Lesson  6  with  the 
following  difference :  In  all  facings  hereafter  the  class  is  not  to  wait  for 
the  second  count,  but  to  keep  their  own  rhythm  unless  otherwise  stated). 

HEAD,  ARM.  Raise  arms  sideways  and  twist  head  to  right — One — Two 
— Head  front  as  arms  come  down. 


117 

LEG.  Head — Firm — Heels — Out — Bend  Knees — One — Two — (See  3B 
Lesson  3). 

TRUNK.  Chest — Firm — Trunk  forward — Bend — Fling  arms  sideivays 
-^One— Two—  (See  3B  Lesson  4). 

PRECIPITANT.  Hips — Finn — Hop  forward  on  R  foot  three  times  and 
backward  three  times  on  left,  twelve  counts — Go. 

BREATHING.  Raise  arms  forward  upward  and  sink  sideways  down- 
ward— One — Two. 

LESSON  4. 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.  Hips — Finn — Place  foot  forward  and  return,  sideways  and 
return,  and  backward  and  return,  twelve  counts — Go. 

HEAD.     Shoulders — Firm — Bend  head  backward — One — Two. 

ARM,,  LEG.     Raise  arms  sideways  and  bend  knees — One — Two. 

TRUNK.  Feet — Close — Circle  arms  and  twist  trunk  to  right — One — 
Two. 

PRECIPITANT.  (1)  Class  forward — March — Class — Halt — Class  for- 
ward— March — On  toes — March — Normal — March — (See  4B  Lesson  4). 

PRECIPITANT.  (2)  Hips — Firm — Spring  with  feet  apart  sideways 
eight  counts — Go — (See  3B  Lesson  2). 

BREATHING.  Arms  sideivays — Raise — Turn  Jiands  with  deep  breath- 
ing— One — Palms  turning  forward  upward — Two — Hands  returning. 

LESSON   5. 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.  Half  right — Face — Make  an  eighth  turn  instead  of  a  quarter 
turn,  as  in  R  face.  Half  left — Face. 

HEAD,  LEG.  Hips — Firm — Right  foot  forward — Place— Bend  knees 
and  twist  head  to  right — One — Two.  Deep  breathing. 

LEG.  Hips — Firm — Right,  knee — Bend — Alternate  knee  bending  up- 
ward, beginning  with  left,  eight  counts — Go — Knee  bent  as  high  as  hip, 
lower  leg  and  foot  pointing  down,  making  right  angle  at  knee.  Exer- 
cise continues  with  alternate  feet,  in  an  even  marching  rhythm,  shoul- 
ders and  head  kept  steady.  Toes  should  touch  floor  first  and  feet  should 
be  planted  quietly.  To  start  the  rhythm  the  teacher  may  say  left,  right, 
or  clap  hands  as  each  foot  strikes  the  floor. 

ARM.  Shoulders — Firm — Stretch  arms  upward — One — Two — (See  3A 
Lesson  5).  |  J  1 

TRUNK.    Hips — Firm — Bend  trunk  forward — One — Two. 

PRECIPITANT.  Hips — Firm — Jump  in  place — One — Two — Three — (See 
3B  Lesson  6). 

BREATHING.  Arm  raising  forward  upward  and  sinking  sideways 
downward — One — Two. 


118 

LESSON   6. 

All  exercises  written  for  E  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.  Right  face  and  one  step  forward — March — This  is  to  be  done 
in  rhythm  to  four  counts. 

HEAD.  Chest  firm  and  twist  head  to  four  counts — One — Chest  firm 
and  twist  head  to  K — Two — Arms  at  side,  head  forward — Three — Chest 
firm  and  twist  head  to  L — Four — Arms  at  side,  head  forward.  Deep 
breathing. 

ARM,  LEG.    (1)    Circle  arms  and  place  right  foot  forward — One — Two. 

ARM,  LEG.  (2)  Head — Firm — Right  foot  forward — Place — Raise 
heels  six  counts — Go — Take  care  not  to  let  the  body  sway  forward  as 
heels  are  raised. 

TRUNK.  Arms  sideways — Raise — feet — Close — Bend  trunk  to  right— 
One — Two. 

PRECIPITANT.  Hips — Firm — Run  in  place,  raising  feet  backward  and 
one  hop  on  each  foot— Go — (See  3B  Lesson  3). 

BREATHING.     West  Point  treating — One — Two — (See  3B  Lesson  3). 

LESSON   7. 

All  exercises  written  for  K  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.  One  step  forward  and  face  to  right — March — Done  in  rhythm 
to  four  counts.  Vary  direction  of  stepping  and  facing. 

LEG.  Hips — Firm — Right  foot  forward — Place — Bend  knees — One — 
Two — No  swaying  forward.  Imagine  that  a  string  from  the  ceiling  is 
lowering  the  body. 

ARM.  Stretch  arms  in  different  directions  (teacher  must  specify)  — 
One — Two. 

HEAD.  Shoulders — Firm — Bend  head  backward — One — Two.  Deep 
breathing. 

TRUNK.  Arms  sideways — Raise — Feet  apart — Jump — Trunk  forward 
— Bend — Turn  hands — One — Two. 

PRECIPITANT.  Hips — Firm — Right  foot  forward — Place — Spring  with 
feet  forward  and  backward  eight  counts — Go.  (See  3B  Lesson  3,  also  3B 
Lesson  2). 

BREATHING.     Raise  arms  sideways,  deep   breathing — One — Two. 

LESSON   8. 

All  exercises  written  for  K  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 


119 

ORDER.  Mark  time — March — Forward — March — Mark  time — March — 
Backward — March — Class — Halt. 

LEG.  Feet  apart — Jump — Raise  arms  sideways  upward  and  raise 
heels,  ten  counts — Go. 

HEAD,  LEG.  Hips — Firm — Bend  knees  and  twist  head  to  right — One — 
Two.  Deep  breath. 

TRUNK.  Hips — Firm — Twist  trunk  to  right — One — Twist  body  to  R 
keeping  head  well  up  and  chin  in — Two — Keturn. 

TRUNK.  Chest — Firm — Trunk  forward — Bend — Fling  arms  sideways 
—One— Two— (See  3B  Lesson  4). 

PRECIPITANT.  Jump  over  seats — One — Place  one  hand  on  desk  and 
one  hand  on  back  of  chair,  bend  knees  with  head  erect  and  back  straight 
—Two — Jump  over  seat  landing  on  toes,  back  straight  and  head  erect, 
arms  at  sides — Three — Stand  erect. 

BREATHING.  Arms  sideways — Raise — Turn  hands  with  deep  breathing 
—One — Two. 

LESSON  9. 

X 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER,  LEG.  Head — Firm — Feet  apart — Jump— -Alternate  heel  and  toe 
raising  to  eight  counts — Go.  (See  3A  Lesson  5). 

ARM,  LEG.  Raise  arms  forward — upward  and  bend  knees — One.  Sink 
arms  forward — downward  and  stretch  knees — Two. 

HEAD,  TRUNK.  Shoulders — Firm — Feet  apart — Jump — Trunk  fomvard 
Bend — Twist  head  to  right — One — Two.  Deep  breathing. 

PRECIPITANT.  Right  foot  forward — Place — Spring  with  feet  forward 
and  backward  and  fling  arms  sideways  to  shoulder  level  eight  counts — 
Go.  On  the  first  count  the  arms  are  brought  up,  on  the  second,  arms 
brought  down. 

BREATHING.     West  Point  breathing — One — Two. 


FOURTH  GRADE 

SECOND    HALF    YEAR 

RHYTHMIC  PLAYS 

Note :    Review  steps  given  at  beginning  of  fourth  grade,  first  half  year. 

ENGLISH    HARVESTERS 


120 

Formation:     Single  circle.  Partners  face  forward,  hands  on  hips. 

Measure  1-8.  Run  forward  sixteen  steps.  Turn  about  and  run  sixteen 
steps  to  starting  position.  Finish  facing  partners. 

Measures  9-16.  Hook  right  arms  and  run  sixteen  steps,  couple  turn- 
ing in  place.  Hook  left  arms  and  repeat  to  position.  Finish 
side  by  side,  facing  forward. 

Measures  17-24.  Partners  join  inside  hands  and  run  forward  sixteen 
steps,  the  one  on  the  inside  turning  in  place,  the  one  on  the 
outside  taking  inside  position.  Run  sixteen  steps  back  to  posi- 
tion. Finish  inside  partner  behind,  outside  in  front,  partners' 
hands  clasped  over  head. 

Repeat  from  beginning. 

GUSTAF'S  SKOAL 
(See  Reference  7) 

THREE    MEN'S    REEL 

(See  Reference-7) 

NORWEGIAN    MOUNTAIN    MARCH 


H*^ 

t~  \  f  f 

»-  f  0  F  *  r  r 

-rr 

f— 

f—t- 

~~  —  r  r  r  —  i 

Ity      A 

\  M.  r 

—  *  —  i. 
/ 

-  r  r  i  —  F-4-1- 

*.                      3 

1  1*~  J  f  f  1  f 

\  \  \ 

-m  

^ 

L 

-f 

s 
-f-- 

—  i—  M  —  i 

4 

f  r  r  i  r  r  r  i 

iq>   H 

3  j  1  3 

*=-  *  r  r  ir 

-H 

V- 

+ 

—  i- 

\-  4. 

-1  —  1—  J  —  1  1    '   '    1 

:  j  jijjj  irrrgg      ^ 


t4 


-rrfirrnrr 


vrrtirrr 


In  fitting  the  steps  to  the  music,  each  measure  should  be  counted  thus : 
"One,  two,  three." 

The  exercise  is  performed  in  groups  of  three,  all  moving  forward  and 
around  the  room  from  right  to  left. 

In  each  group  of  three,  Number  One  stands  in  front  with  a  handker- 
chief or  scarf  in  either  hand ;  Number  Two  and  Number  Three  stand  side 
by  side  directly  behind  her,  Number  Two  on  the  left,  Number  Three  on 
the  right,  with  inside  hands  joined  and  outside  hand  of  each  grasping 
the  end  of  the  nearest  handkerchief,  thus  forming  a  triangle. 

A. 

(Meas.  1-16.)  Beginning  with  the  right  foot,  all  run  forward  [Fig. 
1],  making  three  steps  to  each  measure,  and  stamping  on  the  first  count 


121 

of  each  measure.  When  stamp  is  made  with  right  foot,  sway  the  head 
and  shoulders  to  the  right;  and  sway  them  to  the  left  when  stamp  is 
made  with  left  foot. 

B. 

(Meas.  1.)  Number  One,  bending  forward,  runs  backward  three  steps, 
with  a  stamp  on  the  first  one,  and  [Fig.  2]  passes  under  the  joined 
hands  of  Numbers  Two  and  Three  (one,  two,  three). 

(Meas.  2).  Number  One,  after  passing  under,  continues  running  three 
more  steps  in  place  (one,  two,  three).  (During  measures  1  and  2, 
Numbers  Two  and  Three  run  in  place). 

(Meas.  3-4.)  Number  Two,  with' six  short  running  steps,  passes  across 
in  front  of  Number  One,  and  turns  inward  once  around  in  place  under 
Number  One's  right  arm. 

(Meas.  5-6.)  Number  Three,  with  six  short  running  steps,  turns  in- 
ward once  around  in  place  under  Number  One's  right  arm. 

(Meas.  7-8.)  Number  One,  with  six  short  running  steps,  turns  once 
around  to  the  right  under  her  own  right  arm. 

This  should  bring  the  three  back  to  their  original  position.  In  execu- 
ting this  figure,  each  should  continue  running  in  place  while  the  others 
execute  their  part. 

(Meas.  9-16.)  Repeat  the  same,  Number  One  omitting  the  stamp  on 
first  count. 

This  represents  two  mountain-climbers  with  their  guide.  Number 
One,  being  the  guide,  should  keep  well  in  advance  of  Numbers  Two  and 
Three  in  A,  and  should  appear  to  be  drawing  them  after  her. 


FOURTH  GRADE 

SECOND    HALF    YEAR 

MISCELLANEOUS  PLAYS   AND   GAMES 

FETCH   AND  CARRY 

(Relay).  Draw  a  circle  18  inches  in  diameter  in  front  of  each  row  of 
seats  close  to  the  front  wall.  Give  each  pupil  a  bean  bag.  At  the  signal 
each  front  pupil  runs  forward,  places  his  bag  in  the  circle,  and  resumes 
his  seat.  His  being  seated  is  the  signal  for  the  next  to  do  the  same, 
and  so  on  till  all  the  bags  are  in  the  circles.  The  first  to  finish  is  given 
a  score,  providing  every  bag  is  in  the  circle. 

Now  the  play  is  reversed.  At  the  signal  the  last  player  goes  and  gets 
his  bean  bag  and  after  he  is  seated  he  touches  the  one  in  front  of  him 
as  a  signal  to  go.  In  this  way  all  the  bags  are  brought  back  to  the  seats 
and  the  winner  given  a  score.  The  play  may  be  continued  for  a  stated 
Jtime  and  the  score  counted,  or  the  first  to  gain  a  certain  score  may  be 
*the  winner,  by  previous  agreement. 

STAND  BALL 

(Tag  Game).  Players  scattered  about  an  open  playing  space.  The 
teacher  tosses  up  a  basket  ball,  volley  ball,  or  indoor  base  ball  and  calls 


122 

the  name  of  a  player.  That  player  runs  and  gets  the  ball  and  the  others 
run  as  far  away  as  possible  in  the  space.  As  soon  as  the  first  player 
gets  the  ball  he  calls  "Stand,"  and  all  must  stop;  the  one  with  the  ball 
must  stop  also,  and  roll  the  ball  at  the  others  from  where  he  picked  it 
up.  No  player  may  move  a  foot  to  escape  being  hit ;  if  he  does,  or  if  he 
is  hit,  he  is  "It"  and  gets  the  ball,  calls  "Stand,"  and  in  all  ways  does 
as  the  first  one  did.  As  soon  as  one  is  hit  the  others  are  free  to  run 
away  until  he  gets  the  ball  and  calls  "Stand."  If  no  one  is  hit,  the  same 
player  must  go  after  the  ball  and  be  "It"  again.  The  ball  must  be  rolled, 
not  thrown  at  the  players,  unless  all  are  equally  large  and  strong,  when 
throwing  may  be  allowed  if  all  agree  to  it. 

DUCKS    FLY 

(Imitative).  Similar  to  "Do  This/'  (Second  Grade,  First  Half  Year), 
but  more  difficult.  For  example,  the  leader  may  say  "Boys  run"  and 
run  in  place,  when  all  must  imitate;  but  if  he  should  say  "Fish  run"  or 
"Fences  run"  they  should  not  imitate.  Many  exercises  may  be  used,  such 
as  walk,  jump,  stoop,  swim,  fly,  hop,  throw,  catch,  bat,  whirl,  etc.  When- 
ever the  leader  sees  any  player  fail  to  imitate  when  he  should  or  imitate 
when  he  should  not,  he  may  call  that  one  to  be  leader  in  his  place. 

TEN  TRIPS 

(Relay).  Players  in  groups  of  three,  with  the  three  in  a  straight  line 
ten  to  twenty  feet  apart.  Each  group  has  a  ball.  The  center  player  has 
the  ball,  and  at  the  signal  he  throws  it  to  another  of  his  group,  who 
must  throw  it  to  the  third,  over  the  head  of  the  first  player;  the  third 
returns  it  to  the  one  in  the  center.  When  he  receives  it  the  center 
player  says  "One  Trip,"  and  begins  as  before.  The  group  completing 
ten  trips  first  is  given  a  score;  the  first  to  make  ten  scores  wins  the  con- 
test. 

BEAN    BAG   TARGET 

(Contest  between  Groups).  A  target  consists  of  three  concentric 
rings  on  the  floor,  five,  ten,  and  fifteen  inches  in  diameter.  Draw  as 
many  targets  on  floor  at  front  of  room  as  room  and  time  permit.  Have 
as  many  teams  as  targets.  Each  team  has  three  bean  bags,  which  are  to 
be  thrown  at  the  targets  from  a  distance  of  fifteen  feet,  marked  in  the 
aisle.  One  player  throws  all  three  bags  at  the  target  in  turn  and  then 
the  score  is  counted;  ten  for  each  bag  in  the  center,  five  for  each  in  the 
next,  and  one  for  each  in  the  outer  circle.  A  bag  on  a  line  counts  as  if 
it  Avere  in  the  space  just  outside  of  that  line.  There  should  be  a  score 
keeper  to  mark  up  the  scores  on  the  board  as  they  are  made.  Each 
player  after  throwing  gets  the  bags  and  tosses  them  to  the  next.  This 
may  be  played  slowly  and  without  taking  account  of  time  used,  or  a  cer- 
tain number  of  minutes  may  be  set  and  each  team  try  to  earn  as  many 
scores  as  possible  in  the  time,  each  throwing  in  turn  until  the  time  is 
up.  The  first  method  is  best  to  develop  accuracy  in  throwing,  while  the 
second  is  better  exercise.  • 

SNATCH    A    CLUB 

(Goal  Game).  This  is  like  "Marching  to  Jerusalem,"  (Second  Grade, 
First  Half  Year),  but  is  played  without  seats.  Each  player  but  one  has 
an  Indian  club.  All  march  in  a  circle,  stop  and  place  clubs  on  floor  just. 


123 

within  the  circle  of  players.  They  march  forward  around  the  circle  of 
clubs  with  the  music  or  by  a  signal,  and  when  the  music  stops  or  second 
signal  is  given,  all  try  to  snatch  a  club.  The  one  who  fails  to  get  a  club 
must  give  the  signals  for  next  round  and,  when  the  clubs  are  placed  on 
the  floor,  must  take  one  and  go  and  sit  down  when  his  duty  as  leader  is 
done.  Continue  till  but  one  player  is  left  as  the  winner.  Bean  bags  may 
be  used  in  place  of  Indian  clubs.  It  is  well  to  mark  the  circle  for  clubs 
with  chalk  beforehand. 

CORNER    SPRY 

(Relay).  Place  a  group  in  each  of  the  four  corners,  N.,  S.,  E.,  W. 
Four  captains  stand  in  the  center  facing  their  groups,  each  having  a 
bean  bag.  At  the  signal  each  captain  tosses  the  bag  to  the  first  player 
of  his  group  who  returns  it  to  the  captain.  It  is  passed  in  this  way  to 
all  the  players,  and  when  it  reaches  the  last  one  the  captain  calls 
"Corner  Spry,"  at  which  the  first  player  runs  out  and  becomes  captain, 
all  the  players  move  up  one  place,  and  the  former  captain  takes  the  last 
place.  Each  player  thus  is  captain  in  turn,  and  each  tosses  the  bag  to 
all  the  players  before  calling,  "Corner  Spry."  The  team  whose  original 
captain  comes  to  the  captain's  position  and  receives  the  ball  first  after 
all  the  rest  have  served,  wins  the  contest. 

THREE  DEEP 

(Tag  Game) .  Players  form  a  circle,  count  off  by  twos,  and  each  num- 
ber one  steps  behind  the  player  at  his  right.  This  quickly  gives  a  double 
circle,  players  facing  center.  Choose  one  for  a  chaser  and  another  for  a 
runner.  The  play  is  like  partner  tag.  The  runner  may  run  around  or 
between  the  players  and  may  become  safe  by  going  in  front  of  any  group 
of  two  and  remaining  there,  thus  forming  one  group  that  is  "three 
deep."  The  chaser  can  tag  the  rear  one  of  any  group  that  is  three  deep. 
The  player  who  finds  himself  at  the  rear  of  a  group  of  three  should 
hasten  to  go  in  front  of  a  group  before  the  chaser  can  tag  him.  One 
who  is  tagged  at  once  becomes  chaser,  and  should  tag  the  one  who 
caught  him  if  possible.  Discourage  long  runs  and  encourage  quick 
changes  instead. 

OVER  AND  UNDER  RELAY 

- 

Like  "Overhead  Relay"  except  that  two  balls  or  other  objects  are 
passed,  the  first  overhead  and  the  second  between  the  feet.  The  first 
player,  counts  ten  between  the  passing  of  the  first  and  second  objects; 
the  last  player  runs  to  head  of  line  after  receiving  both.  It  can  be 
played  in  the  school  room  by  having  alternate  rows  play  at  same  time, 
so  as  to  leave  a  free  aisle  for  running. 

STATUE   TAG 

This  is  like  "Squat  Tag,"  (First  Grade,  Second  Half  Year),  except 
that  the  one  who  is  "It"  begins  by  showing  a  posture  to  be  taken  by  the 
players.  This  may  be  any  gymnastic  position  or  a  position  taken  in  any 
sport  or  occupation.  To  escape  tagging,  the  players  may  assume  this 
posture,  but  as  in  squat  tag,  each  may  do  so  but  three  times,  and  then 
he  may  be  tagged.  The  first  one  tagged  is  "It,"  and  may  set  a  new  pos- 
ture to  be  taken. 


Note:  In  the  following  material  fifteen  story  plays,  seven  rhythmic 
plays  and  seven  games  is  the  minimum  number  to  cover  in  one-half 
year.  In  each  of  the  three  kinds  of  work  the  teacher  should  make  her 
selections  to  fit  the  conditions  of  her  group  of  %  children. 


FIFTH  GKADE 

FIRST  HALF  YEAR    (5B) 

Nine  gymnastic  lessons  are  given  for  one  half  year's  work,  conse- 
quently a  new  lesson  should  be  started  every  two  weeks.  During  two 
weeks'  time  the  physical  training  period  for  five  days  should  be  given 
to  exercises  and  the  other  five  divided  between  games  and  folk  dances. 
An  alternation  of  the  three  would  seem  most  advisable. 

LESSON    1. 

BEST  SITTING  POSITION 

BEST  STANDING  POSITION  See  General  Instructions 

ORDER.     Face  to  right — One — Two — (See  3 A  Lesson  6).  Same  to  left. 

ORDER.  Mark  time — March — Forward — March — Class — Halt — (See  4B 
Lesson  4). 

HEAD.  Shoulders — Firm — (See  3B  Lesson  2) — Bend  head  backward — 
One — Two — (See  3B  Lesson  1,  under  breathing). 

LEG.  Head — Firm — (See  3B  Lesson  2) — Bend  knees — One — Two — 
(See  3B  Lesson  3). 

ARM.     (1)     Stretch  arms  sideways — One — Two — (See  3A  Lesson  6). 

ARM.     (2)     Stretch  arms  upward — One — Two — (See  3A  Lesson  5). 

TRUNK.  Hips — Firm — (See  3B  Lesson  1  under  Arm) — Feet  apart— 
Jump — Trunk  forward — Bend — (See  4B  Lesson  3) — Twist  head  to  right 
—One— Two— (See  3B  Lesson  2). 

PRECIPITANT.  (1)  Hips — Firm — Run  in  place,  raising  feet  backward 
—Go— (See  3B  Lesson  4). 

PRECIPITANT.  (2)  Hips — Firm — Jump  in  place— One — Two — Three — 
(See  3B  Lesson  6). 

BREATHING.    West  Point  breathing — One — Two — (See  3B  Lesson  3). 

LESSON  2. 

All  exercises  written  for  K  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.     (1)     Right  hip,  left  head — Firm — Change — Quickly. 

ORDER.  (2)  Hips — Firm — Close  and  open  feet,  ten  counts — Go — 
(See  3B  Lesson  5). 

ARM.     Stretch  arms  upward  and  downward — One — Two — Three — Four. 

LEG.  Head — Firm — (See  3B  Lesson  2) — Right  foot  forward — Place — 
(See  3B  Lesson  2) — Heel  raising  eight  counts — Go.  Take  care  not  to  let 
body  sway  forward  as  heels  are  raised. 


126 

TRUNK.  Arms  sideivays — Raise — Feet — Close — Bend  trunk  to  right — 
One — Two — (See  4B  Lesson  4). 

PRECIPITATE.  Jump  in  place  with  a  90°  turn  right — One — Two — 
Pupils  make  a  90°  turn  while  jumping  and  land  facing  in  the  new  direc- 
tion— Three. 

BREATHING.  Raise  arms  forward  upward  and  sink  sideivays 
downward — One — Two. 

LESSON   3. 

All  exercises  written  for  K  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.  Face  right  about — One — Make  a  half  turn  (180°)  to  R  on 
right  heel,  pushing  with  left  toe.  Two — Place  left  foot  beside  right, 
heels  together. 

ARM.  Stretch  arms  backward — One — Shoulders  firm — Two — Arms 
stretched  downward  and  then  carried  backward  about  six  inches;  care 
taken  that  shoulders  do  not  come  forward. 

LEG.  Hips — Firm — Right  knee  upward — Bend — Alternate  knee  bend- 
ing upward  eight  counts — Go.  (See  4 A  Lesson  5). 

TRUNK.  Best  sitting  position.  Catch  the  toes  in  the  iron  supports 
of  the  desk  close  to  the  floor.  Arms  sideways — Raise — Bend  trunk  to 
right — One — Two.  Keep  head  up. 

PRECIPITANT.  Jump  over  chairs — One — Place  one  hand  on  desk  and 
one  hand  on  back  of  chair,  bend  knees  with  head  erect  and  back  straight 
— Two — Jump  over  seat  landing  on  toes,  back  straight  and  head  erect, 
arms  at  sides — Three — Stand  erect. 

BREATHING.     Hips — Firm — Deep  breathing — One — Two. 

LESSON  4. 

All  exercises  written  for  K  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.  Face  right  about — One — Make  a  half  turn  (180°)  to  R  on 
right  heel,  pushing  with  left  toe.  Two — Place  left  foot  beside  right,  heels 
together. 

ARM,  LEG.     Raise  arms  sideways-upward  and  bend  knees — One — Two. 

HEAD.  Shoulders — Firm — Bend  head  backward — One — Two.  Deep 
breathing. 

TRUNK.  Feet  apart — Jump — Circle  arms  and  twist  trunk  to  right- 
One — Two — (See  3B  Lesson  5). 

PRECIPITANT.  Class  forward — March — On  toes — March — Double  quick 
time — March — Stimulate  by  clapping  of  hands  or  by  saying  left,  right, 
an  easy  running  rhythm  that  all  can  follow.  Feet  lifted  backward  and 
high,  heads  up  and  body  erect, — no  leaning  forward, — arms  swinging 


127 

freely  at  sides.  At  first  once  around  the  room  is  sufficient.  Increase 
with  endurance  of  class — Normal — March — Three  running  steps  after 
March  and  on  fourth  count  resume  normal  marching  rhythm. 

LESSON   5. 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.  Head  firm  and  place  right  foot  forward — One — Return — Two 
—Hips  firm  and  place  right  foot  sideivays — One — Return — Two.  Vary 
position  of  arms  and  direction  of  feet. 

LEG.  Hips — Firm — Right  knee  upward — Bend — Alternate  knee  lend- 
ing upward  eight  counts — Go.  (See  4 A  Lesson  5). 

ARM.  Stretch  arms  upward,  sideways  and  downward — One — Two — 
Three — Four — Five — Six.  Shoulders  firm  on  odd  counts. 

PRECIPITANT.     (1)     Jump  in  place  with  90°  turn — One — -Two — Three. 

PRECIPITANT.  (2)  Hips — Finn — Spring  upward  with  feet  apart 
sideways  eight  counts — Go — (See  3B  Lesson  2). 

BREATHING.     West  Point  breathing — One — Two. 

LESSON   6. 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.  Right  face  and  right  about — Face — Done  in  rhythm  to  four 
counts. 

HEAD,  ARM,  LEG.  Heels — Out — Chest — Firm — (See  3B  Lesson  1). 
Fling  arms  sideways,  raise  heels  and  twist  head  to  right — One — Two. 

TRUNK.  Hips — Firm — Kneel  right  and  left — One — Kneel  on  R  knee — 
Two — Stand  erect — Three — Kneel  on  L  knee — Four — Stand  erect.  Catch 
the  weight  of  body  on  the  toe  just  before  the  knee  strikes  the  floor. 

PRECIPITANT.  (1)  Jump  in  place  with  (180°)  turn  right— One — Two 
-Three. 

PRECIPITANT.     (2)     Practice  in  marching  and  running. 

BREATHING.  Raise  arms  forward-upward  and  sink  sideways-down- 
ward— One — Two — (See  3 A  Lesson  8). 

LESSON  7. 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.  Half  right  face  (45°)  and  place  right  foot  forward — Go — 
Done  in  rhythm,  four  counts.  Half  R  facing  is  an  eighth  turn  to  right. 
Vary  directions. 


128 

HEAD,  LEG.  Hips — Firm — Bend  knees — (See  3B  Lesson  3)  and  twist 
head  to  right — One — Two.  Deep  breathing. 

ARM.  Stretch  arms  backward,  upward  and  downward — One — Two — 
Three — Four — Five — Six. 

TRUNK.  Arms  sideways — Raise — On  right  knee — Kneel — Bend  trunk 
to  right — One — Two,  On  left  knee  for  bending  to  L. 

PRECIPITANT.  Jump  over  chairs — One — Two — Three — (See  5B  Lesson 
3). 

BREATHING.  With  palms  up.,  arms  sideways — Raise — Raise  arms  up- 
ward, with  deep  breathing — One — Arms  to  parallel  position  above  head 
— Two — Arms  return. 

LESSON   8. 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION. 
BEST  STANDING  POSITION 

ORDER,  LEG.  Hips  firm  and  jump  feet  apart,  followed  by  heel  raising 
and  sinking  to  sixteen  counts — Go.  On  first  count  take  hips  firm  and 
jump;  on  last  count  return  to  position. 

ARM,  LEG.  Raise  arms  forward-upivard  and  bend  knees,  sink  side- 
ways-downward and  stretch  knees — One — Two.  Deep  breathing. 

HEAD,  LEG.  Arms  sideways-^-TH&ise — Heels — Out — Bend  knees  and 
twist  head  to  right — One — Return — Two.  Deep  breathing. 

TRUNK.     Head — Firm — Feet — Close — Bend  forward — One— Two. 

Best  sitting  position.  Right  hip,  left  head — Firm — Bend  trunk  to 
right — One — Two.  Change  hands  for  bending  to  L. 

PRECIPITANT.  (1)  Hips — Firm — Run  in  place  and  bend  knees  up- 
ward— Go — (See  4B  Lesson  1,  also  3A  Lesson  6). 

PRECIPITANT.  (2)  Jump  in  place  and  fling  arms  sideways — One — 
Two — Three — (See  3 A  Lesson  8).  Arms  up  and  down  during  count  2. 

BREATHING.  Raise  arms  forward-upiwird  and  sink  sideways-down- 
ward— One — Two. 

LESSON  9. 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ARM,  HEAD.  Head  firm  with  right  foot  forward — Place — Raise  and 
sink  heels,  eight  counts — Go. 

ORDER.    Take  care  not  to  sway  the  body  forward  as  heels  are  raised. 

HEAD,  LEG.  Hips — Firm — Heels — Out — Bend  knees  and  twist  head  to 
right — One — Return — Two.  Deep  breathing. 

ARM.  Stretch  arms  sideways,  backward  and  downward — One — Two 
—Three— Four— Five— Six. 

TRUNK.  On  right  knee — Kneel — Circle  arms  and  twist  trunk  to  right 
—One — Two.  One  left  knee  for  twisting  to  L. 


129 

» 

PRECIPITANT.     Jump  over  chairs — One — Two — Three. 
BREATHING.     Shoulders — Firm — Bend     head     backward  —  One  —  Two. 
Deep  breathing. 


FIFTH  GRADE 

FIRST    HALF    YEAR 

RHYTHMIC  PLAYS 

Note:  In  many  schools,  beginning  with  this  grade,  but  in  some 
schools  not  until  the  sixth,  it  is  desirable  to  separate  the  boys  and  girls 
for  all  exercises  other  than  formal  gymnastics.  If  there  is  no  special 
teacher,  two  grades  may  combine,  one  teacher  taking  the  boys  of  the 
fifth  and  sixth  for  example,  while  the  other  takes  the  girls;  the  same 
for  the  seventh  and  eighth.  Rhythmic  plays  will  be  found  most  suitable 
for  girls  and  the  mimetic  and  athletic  work  following  that,  for  boys. 
Separation  in  games  of  certain  types  is  also  desirable,  boys  taking  up 
those  of  athletic  type.  These  are  only  suggestions  of  possible  need  as 
there  are  teachers  who  with  success  keep  the  boys  and  girls  together 
for  most  of  the  exercises  of  these  grades. 

Preliminary  Steps. 

1.  Step  and  Bend-Step  Forward. 

Step  right  forward — (1) — Bring  left  toe  behind  right  heel  and  bend 
both  knees — (2)— Step  left  forward— (3) — Bring  right  toe  behind  left 
heel  and  bend  both  knees — (4) — Step  right  forward — (5) — Step  left  for- 
ward—  (6)—  Step  right  forward — (7) — Bring  left  foot  to  right — (8). 
Same  beginning  with  left  foot. 

2.  Step  and  Bend-Step  Backward. 
Same  movements  taken  backward. 

3.  Raise  and  Touch-Step  Forward. 

Raise  right  foot,  knee  straight,  two  feet  from  floor— (1)— Touch  right 
forward— (2)— Step  right  forward— (3)— Bring  left  foot  to  right— (4). 
Same,  beginning  with  left  foot. 

4.  Raise  and  Touch-Step  Backward. 

Make  the  raise  and  touch  forward,  and  the  steps  backward. 

5.  Raise,  Bend  Knee,  Step. 

Raise  right  foot  forward— (1)— Bend  right  knee  bringing  right  foot 
in  front  of  left  knee,  right  knee  turned  outward— (2)— Extend  right 
knee — (3) — Step  forward — (4) — Same  with  left. 

6.  Follow  or  Change  Step. 

Step  forward  with  right  f oot— ( 1 ) —Bring  left  foot  up  behind  right 
and  (between  counts)  step  forward  again  with  right  foot— (2)— Repeat, 
starting  with  left. 

7.  Touch   right  toe  at  side— (1)— Cross  right  foot  over  left— (2)  — 
Change  step  forward— (3)  and  (4)—  Repeat,  starting  with  left  foot, 

17 


130 


INDIAN  WAR  DANCE 


F  EM 


li  I 


u i 14 i I  <J 


Formation :     Sitting  on  floor  facing  in,  arms  folded  high. 
Part    I.     (a)     Bend  forward  and  back  four  times,  (1-8),  (four  meas- 
ures). 

(b)  Bend  right  and  left  alternately  (1-8),  (Measures  five, 
six,  seven,  eight). 

(c)  Eaise  arms  high  and  look  up  four  times,  (repeat  meas- 
ures one  to  four). 

(d)  Look  right,  hand  over  eyes,  four  times  right,  with  L 
hand  over  eyes,  four  times  left,    (measures  nine  to 
sixteen). 

(e)  Smoke  pipe  four  times    (repeat  measures  thirteen  to 
sixteen). 

Part  II.  Jump  up,  run  around  circle,  little  jumpy  steps,  arms  alter- 
nately raised  sharply,  starting  at  beginning  of  piece.  When 
measure  seventeen  is  reached,  strike  floor  twice,  and  on 
measure  eighteen  yell  three  times  putting  hand  over  mouth 
after  each  yell  is  started. 

Repeat  striking  floor  and  yelling  on  measures  nineteen 
and  twenty,  twenty-five  and  twenty-six,  twenty-seven  and 
twenty-eight,  running  on  all  measures  in  between. 

COME  LET  US  BE  JOYFUL 

German  Song  Play 
(See  Reference  7) 


STEASAK 

Bohemian 

(See  Reference  8) 


131 


ACE   OP  DIAMONDS 


j. j|j: •  j 


Formation :  Partners  face  each  other,  hands  on  hips.  In  circle  or  in 
line. 

Measures  1-8.  Clap  hands,  hook  right  arms,  polka,  stamping  on  first 
step,  and  turning  in  place.  Repeat,  hooking  left  arms. 

Measures  9-16.  Number  one  goes  backward  with  four  hop  steps,  num- 
ber two  follows,  moving  forward.  Repeat,  number  one  moving 
forward,  number  two  backward. 

Measures  17-24.    Polka  forward. 

Repeat  from  beginning. 


FIFTH  GRADE 

FIRST    HALF    YEAR 

MISCELLANEOUS  PLAYS  AND  GAMES 


DUCK  ON  THE  ROCK 

(Tag  Game).  Draw  a  throwing  line  near  the  side  of  the  playing 
space,  drive  a  stake  in  the  ground  20  feet  from  it,  and  draw  a  square  12 
feet  on  a  side  so  that  the  stake  is  in  its  center.  If  indoors,  a  basket  ball 
or.  an  Indian  club  is  used  instead  of  the  stake.  Each  player  has  a  bean 
bag. 

The  first  play  is  to  decide  who  shall  be  "It."  Bach  player  stands  be- 
hind the  throwing  line  and  throws  his  bag  toward  the  stake.  When  all 
are  thrown,  the  one  whose  bag  lies  farthest  from  the  stake  is  "It." 

The  one  who  is  "It"  places  his  bag  on  the  stake  and  the  others  stand 
behind  the  throwing  line  and  throw  their  bags,  trying  to  dislodge  this 
bag.  Each  player  after  throwing  tries  to  regain  his  bag,  but  as  soon  as 
any  one  enters  the  square  and  touches  his  bag  he  may  be  tagged  until 
he  gets  outside  of  the  square.  Unless  tagged  within  the  square  a  player 
may  go  back  to  the  throwing  line  and  throw  again.  If  the  bag  belonging 
to  the  one  who  is  "It"  is  knocked  off  the  stake,  he  must  replace  it  before 


132 

he  can  tag  anyone.  When  the  one  who  is  "It"  tags  another  player,  that 
one  is  "It,"  and  must  put  his  own  bag  on  the  stake  before  he  can  tag 
anyone.  This  gives  all  the  players  whose  bags  are  in  the  square,  in- 
cluding the  one  who  was  "It"  before,  time  to  get  their  bags  and  reach 
the  free  territory. 

If  two  bags  are  thrown  so  that  they  lie  touching  each  other,  the 
owners  may  get  them  without  being  tagged. 

If  any  player  throws  at  the  stake  with  either  foot  in  front  of  the 
throwing  line,  he  may  be  declared  "It." 

TELEGRAM 

(Belay  Race).  Players  in  two  equal  teams,  lined  up  on  opposite  sides 
of  the  room  facing  the  center.  The  odd  player  (or  the  teacher  when 
there  is  no  odd  player)  stands  in  front  of  the  room  at  its  middle  with 
a  telegram  in  each  hand.  Mark  a  starting  line  for  each  team  near  the 
wall  and  equally  distant  from  the  sender.  On  signal  the  first  player  of 
each  team  runs  and  takes  the  telegram  from  the  sender,  runs  up  the  first 
aisle  of  his  half  of  the  room  and  down  the  next  one  and  then  across  to 
the  next  player  of  his  side  who  is  waiting  at  the  starting  line,  hands  him 
the  telegram,  and  goes  to  the  foot  of  his  line.  The  second  player  as 
soon  as  he  receives  the  telegram  runs  out,  up  and  down  the  same  aisles, 
and  hands  it  to  the  next,  and  so  on.  The  last  player  rounds  the  two 
aisles  and  takes  the  telegram  back  to  the  sender. 

VAULTING  SEATS 

(Imitative).  This  is  like  "Changing  Seats,"  (Second  Grade,  Second 
Half  Year),  except  that  players  start  from  standing  position  between 
the  rows  and  vault  over  the  seats  by  placing  hands  on  desks.  The  Com- 
mand is  "Jump  right"  or  "Jump  left,"  and  the  players  who  have  no  seats 
to  jump  over  must  run  around  the  room  to  opposite  side  instead,  in  the 
manner  described  in  "Changing  Seats." 

ARCH  GOAL  BALL 

(Relay).  Two  baskets  are  placed  on  the  floor  or  on  hooks  at  any  con- 
venient height.  A  throwing  line  .is  drawn  15  feet  from  each  basket. 
Players  in  two  teams,  lined  up  behind  the  two  throwing  lines,  facing  the 
baskets.  Each  rear  player  has  a  basket  ball.  A  small  rubber  ball  or 
bean  bag  may  be  used.  Set  a  length  of  time  for  play,  3  to  5  minutes. 
On  signal  the  ball  is  passed  forward  with  both  hands  over  the  heads  of 
the  players,  until  it  reaches  the  front,  when  the  front  player  throws  for 
goal.  Whether  he  makes  a  score  or  not  the  thrower  gets  the  ball,  runs 
to  the  rear  of  his  line,  and  the  play  is  repeated.  The  side  having  the 
most  scores  when  time  is  called  wins. 

(Ball  Game).  Players  in  two  teams  of  as  equal  playing  ability  as 
possible.  Numbers  may  be  equal  or  not.  The  playing  space  may  be  a 
basket  ball  court  or  any  smaller  space  with  definte  boundaries. 

Stretch  a  rope  or  tennis  net  across  the  middle  of  the  court  at  a  height 
of  six  or  eight  feet.  Use  a  basket  ball,  volley  ball,  or  soccer  ball.  Send 
one  team  to  each  side  of  the  net  and  give  the  ball  to  one  side.  Select  an 
umpire,  a  score  keeper, .  and  a  time  keeper.  The  umpire  is  to  call  the 


133 

score,  the  score  keeper  is  to  write  it  down  as  it  is  called,  and  the  time 
keeper  should  call  time  at  the  end  of  half  the  time  set  for  play.  When 
the  umpire  calls  "Play"  one  player  of  the  side  having  the  ball  throws  it 
over  the  net  with  the  object  of  making  it  strike  the  floor  in  the  oppo- 
nents' half  of  the  court.  The  opponents  try  to  catch  the  ball  before  it 
strikes,  and  then  throw  it  back.  If  the  ball  hits  the  floor  in  the  oppo- 
nents' territory,  it  is  a  score  for  the  side  throwing  it.  Each  side  has  a 
captain  who  should  station  the  players  about  the  floor  so  as  to  leave  no 
part  unprotected.  Smaller  players^should  be  stationed  near  the  rope; 
strong  throwers  and  good  catchers  near  the  back.  In  calling  the  score 

NEWCOMB 


the  captain's  name  is  mentioned,  as  "Score  for  John,"  "Score  for  Ruth." 
It  is  a  foul  to  hit  the  rope,  to  throw  the  ball  under  the  rope,  or  to 
throw  it  outside  of  the  opponents'  court  in  any  direction.  A  ball  thrown 
outside  counts  as  a  foul  only  when  the  opponents  do  not  touch  it.  A 
foul  gives  a  score  to  the  other  side.  When  time  is  called  for  the  first 
half,  the  players  change  sides,  the  ball  is  given  to  the  side  that  did  not 
have  the  first  throw"  in  the  first  half,  and  a  rest  may  be  given  if  needed. 
The  side  having  the  largest  score  at  the  end  of  second  half  wins. 


INDIAN    CLUB    RACE 

(Contest).  Played  like  "Potato  Race"  (Fourth  Grade,  First  Half 
Year),  except  that  Indian  clubs  are  used  in  place  of  potatoes  and  each 
club  must  be  left  standing  in  the  play. 

This  can  be  made  a  relay  race  by  having  teams  lined  up  at  the  start- 
ing line  and  having  each  successive  player  run  the  race  when  the  pre- 
ceding one  finishes. 


134 

flANG    TAG 

Played  like  "Statue  tag,"  (Fourth  Grade,  Second  Half  Year),  except 
that  freedom  from  being  tagged  can  be  secured  only  by  hanging  from 
some  support  by  the  arms  and  lifting  the  feet  from  the  floor.  Desks  and 
seats  can  serve  as  supports  in  the  school  room,  but  the  game  is  more 
satisfactory  in  a  gymnasium  where  there  are  bars,  rings  and  other  ap- 
paratus. 

LONG   BALL 

Mark  out  three  bases :  home,  pitcher's  base  and  long  base,  each  3  by  6 
feet,  or  three  gymnasium  mats  may  be  used.  The  pitcher's  base  should 
be  25  to  35  feet  from  home  base  and  long  base  several  feet  farther. 
Long  base  may  be  directly  back  of  pitcher's  base  or  in  any  other  direc- 
tion that  is  convenient.  Use  an  indoor  base  ball.  Choose  two  teams  and 
have  one  team  at  bat,  the  other  in  the  field.  The  pitcher  must  toss  the 
ball  to  the  batter.  Players  bat  in  regular  order.  Each  player  remains 
at  bat  until  he  hits  the  ball,  and  then  he  runs  to  long  base,  no  matter 
where  the  hit  ball  goes.  There  are -no  foul  balls  in  this  game.  If  a  hit 
ball  is  caught  before  it  falls  to  the  ground  the  batter  is  out.  If  the 
fielders  do  not  catch  it  they  get  it  and  try  to  hit  the  batter  with  it  be- 
fore he  can  reach  long  base,  or  while  he  is  running  home  from  long 
base.  Players  reaching  long  base  may  remain  there  until  they  see  a  good 
chance  to  return  to  home  base,  even  if  several  are  on  the  base  at  once. 
Scores  are  counted  for  each  player  reaching  home  base  safely.  The  side 
at  bat  is  out  and  must  change  places  with  opponents  when  three  batters 
are  out  or  when  all  are  on  long  base  and  no  one  is  left  to  bat.  The 
side  making  most  scores  in  even  innings  wins. 


FIFTH  GKADE 

SECOND  HALF  YEAR 

Nine  gymnastic  lessons  are  given  for  one-half  year's  work,  conse- 
quently a  new  lesson  should  be  started  every  two  weeks.  During  two 
weeks'  time,  the  physical  training  period  for  five  days  should  be  given 
to  exercises  and  the  other  five  divided  between  games  and  folk  dances. 
An  alternation  of  the  three  would  seem  most  advisable. 

LESSON   1. 

All  exercises  written  for  B  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 

BEST  STANDING  POSITION  See  General  Instructions 

ORDER.     (1)     Right— Face—  ( See  3 A  Lesson  6). 

ORDER.  (2)  Mark  time — March — Class — Halt — Class  forward — March 
-^(See  4B  Lesson  4) — Class — Halt — Class  backward — March — Very 
short  steps  backward. 


135 

HEAD.  Hips — Firm — (See,  under  arm,  3B,  Lesson  1) — Bend  Head  to 
right — One — Two. 

LEG.  Heels — Out — Head — Firm — (See  3B  Lesson  2) — Bend  knees — 
One— Two— (See  3B  Lesson  3). 

ARM.     Stretch  arms  upward — One — Two — (See  3A  Lesson  5). 

TRUNK.  Hips — Firm — Feet  apart — Jump — Trunk  forward — Bend — 
(See  4 A  Lesson  1).  - 

PRECIPITANT.  (1)  Hips — Firm — Run  in  place,  raising  feet  backward 
—Go— (See  3B  Lesson  4). 

PRECIPITANT.     (2)     Hips — Firm — Jump    in    place — One — Two — Three. 

BREATHING.    West  Point  breathing — One — Two — (See  3B  Lesson  3). 

LESSON  2. 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.     (1)     Right  hip  and  left  head — Firm — Change. 

ORDER.  (2)  Hips — Firm — Heels  out  and  in,  ten  counts — Go — (See 
3 A  Lesson  1). 

HEAD.  Shoulders — Firm — Bend  head  backward — One — Two — (See  3A 
Lesson  1). 

LEG.  Head — Firm — Right  foot  forward — Place — (See  3B  Lesson  2) 
Raise  heels  eight  counts — Go.  Take  care  not  to  let  body  sway  forward 
as  heels  are  raised. 

ARM.  Stretch  arms  sideways  and  upward — One — Two — Three — Four 
—  (See  3B  Lesson  7,  also  3 A  Lesson  8). 

TRUNK.  Head — Firm — (See  3B  Lesson  2) — Feet — Close — Bend  to 
right — One — Two — (See  4B  Lesson  4). 

PRECIPITANT.  Hips — Firm — Jump  in  place  with  a  90°  turn  right — 
One — Two — Pupils  make  a  90°  turn  while  jumping  and  land  facing  in 
the  new  direction — Three — Stretch  the  knees — Same  to  L. 

BREATHING.     Arm  raising  sideways — One — Two. 

LESSON  3. 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.     (1)     Right  about — Face — (See  5B  Lesson  3). 

ORDER.  (2)  Right  about  face  and  one  step  forward — March — To  be 
done  in  rhythm  to  four  counts,  pupils  counting  until  done  in  perfect  time. 
(For  stepping  See  3B  Lesson  4). 

HEAD,  ARM,  LEG.  Heels — Out — Raise  arms  sideways,  raise  heels,  and 
twist  head  to  right — One — Two.  Deep  breathing. 

ARM.  Stretch  arms  upward,  sideways,  downward — One — Two — Three 
-Four — Five — Six.  Shoulders  firm  on  odd  counts. 

TRUNK.     (1)     Best  sitting  position.    Catch  the  toes  in  the  iron  sup- 


136 

ports  of  the  desk  close  to  the  floor.  Chest — Finn — Trunk  to  right — Bend 
—Fling  arms  sideways — One — Two. 

TRUNK.  (2)  Best  sitting  position  with  same  position  of  feet  as  in 
last  exercise.  Head — Firm — Twist  trunk  to  right — One — Two.  (See  4A 
Lesson  8). 

PRECIPITANT.  Jump  over  chairs — One — Two — Three — (See  4A  Lesson 
8). 

BREATHING.  With  palms  up,  arms  sideways — Raise — Raise  arms  up- 
ward, with  deep  breathing — One — Two — (See  4 A  Lesson  6). 

LESSON  4. 

All  exercises  written  for  K  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.  Head  firm  and  place  right  foot  forward — One — Return — Two 
— Hips  firm  and  place  right  foot  sideways — One — Two — Return — Vary 
position  of  arms  and  direction  of  feet. 

LEG,  ARM.     Raise  arms  sideways-upward  and  bend  knees — One — Two. 

ARM.  Stretch  arms  upward,  backward,  and  downward — One — Two — 
Three — Four — Five — Six. 

TRUNK.  Arms  sideivays — Raise — Feet  apart — Jump — Bend  trunk  to 
right — One — Two. 

PRECIPITANT.  Class  forward — March — On  toes — March — Double  quick 
time — March — Normal — March — (See  5B  Lesson  4). 

BREATHING.     West  Point  breathing — One — Two. 

LESSON   5. 

All  exercises  written  for  B  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.  (1)  Right  face  and  Right  about — Face — Done  in  rhythm  to 
four  counts. 

ORDER.  (2)  Half  right  face  (45°)  and  place  right  foot  forward — Go 
— Done  in  rhythm,  four  counts — Half  K — Facing  is  an  eighth  turn  to 
right.  Vary  directions.  The  foot  is  replaced  on  count  four. 

HEAD,  ARM,  LEG.  Chest — Firm — Heels — Out — Fling  arms  sideways, 
raise  heels  and  twist  head  to  right — One — Two. 

LEG.  Hips — Firm — Right  knee  upward — Bend — Alternate  knee  bend- 
ing upward  eight  counts — Go.  (See  4A  Lesson  5). 

TRUNK.  Best  sitting  position.  Catch  the  toes  in  the  iron  supports  of 
the  desk  close  to  the  floor.  Arms  sideways — Raise — Bend  trunk  to  right 
— One — Two.  Touch  floor,  if  possible,  without  lifting  feet. 

PRECIPITANT,  llips — firm — Jump  in  place  with  a  180°  turn  right— 
One — Two — Three. 

BREATHING.  Raise  arms  forward-upward  and  sink  sideways-down- 
ward— One — Two. 


137 

LESSON   6. 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.  Quick  changes  between — Mark  time — March — Class — Halt — 
Right— F&ce — Vary  facings. 

HEAD.  Shoulders — Firm — Bend  head  "backward — One — Two.  Deep 
breathing. 

ARM.  Stretch  arms  upward,  sideways  and  downward — One — Two — 
Three — Four — Five — Six. 

TRUNK.  Hips — Firm — Kneel  to  four  counts — One — Kneel  on  R  knee — 
Catch  the  weight  of  body  on  the  toe  just  before  the  knee  strikes  the  floor 
—Two — Stand — Three — Kneel  on  L  knee — Four — Stand. 

PRECIPITANT.  Hips — Firm — Spring  upward  with  feet  apart  sideways, 
eight  counts — Go — (See  3B  Lesson  2). 

BREATHING.  With  palms  up,  arms  sideways — Raise — Raise  arms  up- 
ward, with  deep  breathing — One — Two. 

LESSON  7. 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.  Two  steps  forward — March — Heels  together  on  third  count— 
Three  steps  backward- — March — Heels  together  on  fourth  count. 

HEAD,  LEG.  Heels — Out — Chest — Firm — (See  3B  Lesson  1) — Head 
bending  backward — One — Two.  Deep  breathing. 

ARM.  Stretch  arms  backward,  upward  and  downward — One — Two — 
Three — Four — Five — Six. 

TRUNK.  Hips — Firm — On  right  knee — Kneel — Bend  trunk  to  right — 
One — Two. 

PRECIPITANT.  Hips — Firm — Run  in  place,  raising  feet  backward,  and 
hop  on  every  step — Go — (See  3B  Lesson  5). 

BREATHING.  Raise  arms  forward-upward,  and  sink  sideways-doion- 
ward — One — Two. 

LESSON  8. 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

LEG.  Hips — Firm — Heels  out  and  in,  eight  counts — Go — Using  toes  as 
pivots  and  at  the  same  time  rising  high  on  the  toes,  swing  heels  out  until 
feet  are  parallel  with  heels  on  floor;  then  in  again,  making  the  exercise 
rhythmical  and  steady.  Increase  number  of  counts  to  16. 


138 

HEAD,  LEG.  Hips — Firm — Bend  knees  and  twist  head  to  right — One — 
Two. 

ARM,  LEG.  Raise  arms  forward-upward  and  sink  sideways-downward, 
with  heel  raising — One — Two — Deep  breathing. 

TRUNK.  (1)  Right  hip  and  left  head — Firm — Fe&t  apart — Jump — 
Bend  to  right — One — Two. 

TRUNK.  (2)  Trunk  forward — Bend — Raise  arms  sideways  and  twist 
head  to  right — One — Two.  Deep  breathing. 

PRECIPITANT.     Practice  in  marching  and  running. 

BREATHING.     West  Point  breathing — One — Two. 

LESSON  9. 

All  exercises  written  for  K  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.  Place  right  foot  forward-outward  and  return,  and  backward- 
outward  and  return,  four  counts — Go. 

HEAD,  LEG.  Arms  sideways — Raise — Heels — Out — Bend  knees  and 
twist  head  to  right — One — Two — Deep  breathing. 

ARM.  Heels — Out — Trunk  forward — Bend — Raise  arms  forward-up- 
ward and  sink  sideways-downward — One — Two.  A  difficult  exercise. 
Look  out  for  positions  of  head  and  chest. 

TRUNK.  Best  sitting  position.  Catch  the  toes  in  the  iron  supports  of 
the  desk  close  to  the  floor.  Arms  sideways — Raise — Bend  trunk  to  right 
—One — Two.  Touch  floor,  if  possible,  without  lifting  feet. 

PRECIPITANT.  Jump  over  chairs — One — Two — Three — (See  5B  Lesson 
3). 

BREATHING.  Shoulders — Firm — Bend  head  backward  with  deep  breath- 
ing— One — Two . 


FIFTH  GKADE 

SECOND  HALF  YEAR 

RHYTHMIC  PLAYS 

0 

Note:    Eeview  steps  given  at  beginning  of  fifth  grade,  first  half  year. 

COMING  THRU  THE  RYE 

(Music,  old  tune  of  same  name). 
In  couples.    Begin  with  outside  foot. 

1.  Step  forward,  pointing  inside  toe  at  heel  of  outside  foot  and  bend 
both  knees.  Step  backward  on  inside  of  foot,  pointing  toe  of  out- 
side foot  at  toe  of  inside  foot.  Three  walking  steps  forward 
(begin  with  outside  foot)  and  point  inside  toe  forward. 


139 


2.  Eepeat  1,  beginning  with  inside  foot. 

3.  Step  away  from  partner  and  bend.    Step  toward  partner  and  bend. 

Three  steps  turning,  face  back  of  room  and  point  outside  foot. 

4.  Eepeat  3. 


THE    VINEYARD   FROLIC 


Formation:    Circle,  facing  center. 

1.  Make  motion  of  digging  and  patting  ground.    Stamp  three  times, 

L.  R.  L.    Kepeat  three  times,  last  time  turning  around,  then  three 
stamps. 

2.  Glide  sideward  L  eight  counts,  then  R  eight  counts.    Hook  part- 

ners' right  arms,  L  arm  high  and  run  arouncj.  in  place,  then  hook 
L  arms  raise  R  arms  and  run  around  in  place. 

3.  Pick  grapes  and  put  in  basket,  stamp  three  times.     Repeat  three 

times,  last  time  eat  a  grape  and  turn  around. 

4.  Same  as  exercise  2  only  join  both  partners'  hands  ior  second  part. 

5.  Grand  right  and  left,  skipping  steps. 

6.  All  join  hands  and  skip  from  field.    Music  played  as  indicated. 


140 

HIGHLAND  SCHOTTISCHE 

Scotch 


Formation :  Single  Circle.  Partners  face  each  other.  Left  arm  in 
half  circle  over  head,  right  hand  on  hip. 

Measures  14.  (1).  Touch  right  toe  to  right  side,  hop  left.  (2).  Kaise 
right  in  back  of  left  knee,  hop  left.  (3).  Touch  right  toe  to 
right  side,  hop  left.  (4).  Raise  right  in  front  of  left  knee,  hop 
left.  (5-8).  Schottische  step  to  right — slide,  cut,  leap,  hop. 
Repeat  step  starting  to  left,  right  arm  up. 

Measures  5-12.  Partners  hook  right  arms,  left  hands  on  hips.  Start- 
ing with  the  left  foot,  three  running  steps,  and  hop,  extending 
right  foot.  Repeat  three  times.  Hook  left  arms  and  repeat  the 
step  starting  with  the  right  foot.  Repeat  twice.  On  the  last 
measure  run  forward  four  steps  to  meet  new  partner.  Instead 
of  running  schottische,  step  hop  or  hop  polka  may  be  used. 

Repeat  from  beginning. 

FINNISH    REEL 


Formation :    Two  parallel  lines  facing  each  other.    Hands  on  hips. 
Measures  1-8.    Hop  left,  touch  top  of  right  toe  at  side.    Hop  left,  touch 

right  heel  at  side.    Repeat  other  side.    Repeat  whole  step  three 

times. 


141 

Measures  9-12.  Step  forward  right.  Stamp  forward  left,  heels  to- 
gether. Step  backward  left.  Stamp  backward  right,  heels  to- 
gether. 

Measures  13-14.  With  three  running  steps  partners  change  places, 
passing  on  right  side.  Face  the  center  on  four. 

Measures  15-16.    Repeat,  returning  to  former  places. 

Repeat  from  beginning. 


FIFTH  GRADE 

SECOND  HALF  YEAR 

MISCELLANEOUS  PLAYS  AND  GAMES 

THIRD   MAN. 

(Tag  Game).  Played  much  like  three  deep,  (Fourth  Grade,  Second 
Half  Year),  but  is  more  difficult.  Players  standing  in  couples,  facing 
each  other,  couples  scattered  in  any  way  about  the  room.  The  runner 
is  free  from  being  tagged  when  he  steps  between  the  two  players  of  any 
couple,  and  the  chaser  must  chase  the  one  toward  whom  the  runner 
turns  his  back.  Rules  otherwise  like  three  deep. 

CURTAIN   BALL 

Played  like  Newcomb,  except  that  a  canvas  is  suspended  from  the 
rope  so  as  to  hide  each  group  of  players  from  the  others. 

BASKET  BALL  PURSUIT  RACE 

(Relay).  Players  in  two  teams  of  equal  number,  lined  up  on  opposite 
sides  of  the  playing  space.  The  running  course  is  around  the  square 
formed  by  the  teams,  runners  passing  outside  of  both  lines.  Corners  may 
be  marked  by  a  stake,  chair  or  other  object  not  easily  moved.  Players 
face  center.  Right  hand  player  of  each  line  has  a  basket  ball.  At  the 
signal  these  two  players  start  running  forward  around  the  course,  each 
trying  to  catch  up  with  the  other.  On  reaching  the  place  where  he 
started,  each  runner  hands  the  ball  to  the  next  player  of  his  team  who 
runs  in  his  turn,  and  then  goes  to  the  foot  of  the  line.  The  side  finishing 
first  wins. 

CROSS  TAG 

Players  scattered  about.  One  is  chosen  to  be  "It."  He  names  a  player 
whom  he  will  chase,  and  chases  him  until  he  can  tag  him  unless  some 
other  player  crosses  the  line  between  runner  and  chaser.  When  this 
occurs  the  chaser  must  begin  to  chase  the  one  who  crossed  and  continues 
until  another  one  crosses.  Whoever  is  tagged  is  "It"  and  the  game 
begins  anew. 


142 

GERMAN  BAT  BALL 

Mark  a  home  base  and  drive  a  stake  40  feet  away.  Players  in  two 
equal  teams,  one  at  bat  and  other  in  the  field.  Basket  ball  is  used. 
Batters  toss  the  ball  up  and  bat  it  with  open  hand.  When  a  fair  ball  is 
hit,  batter  must  run  around  stake  and  back  home.  Fielders  try  to  put 
runner  out  by  hitting  him  with  the  ball,  but  they  must  not  run  with  it. 
They  must  stand  still  while  they  hold  it,  but  may  pass  it  to  other  fielders 
who  are  near  the  runner.  Side  out  when  three  are  out.  A  score  for  each 
complete  circuit  made  without  being  hit. 

POTATO  RELAY  RACE 

Same  as  potato  race  given  in  First  Half  Year,  Fourth  Grade,  but  have 
teams  lined  up  at  starting  line  and  run  in  relays.  Aisles  may  be  used. 

BLACK   TOM 

(Tag  Game).  Mark  two  lines  on  floor  dividing  playing  space  into 
three  equal  parts.  One  player  is  "It."  He  stands  in  the  middle  space 
and  the  other  players  in  one  end.  When  he  calls  "Black  Tom"  three 
times  all  the  other  players  must  run  thru  the  middle  space  to  the  other 
end,  and  he  tags  as  many  as  he  can.  If  they  do  not  start  promptly  he 
can  go  after  them  and  can  tag  them  at  any  time  until  they  reach  the 
other  end  space.  All  who  are  tagged  must  now  go  in  the  middle  space 
and  help  catch  the  others.  Only  the  one  who  was  "It"  at  first  can  call 
the  players  legally,  and  if  any  of  them  run  into  the  middle  space  when 
any  one  else  calls  or  when  any  other  call  is  given  than  "Black  Tom," 
they  are  considered  as  caught  without  being  tagged.  The  one  who  is 
"It"  may  call  "Bed  Tom"  or  "Blue  Tom"  and  such  calls  must  not  be 
counted  toward  the  three  calls.  When  all  are  caught  another  game 
begins  with  the  first  one  caught  as  "It." 

SCHOOLROOM    BASKET    BALL 

(Contest  between  groups) 

Place  a  basket  in  the  front  seat  of  the  second  row  and  another  in  the 
front  seat  of  next  to  last  row.  Draw  a  throwing  line  on  floor  20  feet 
from  each  basket.  At  some  time  beforehand  choose  four  captains  and 
have  these  captains  choose  teams,  choosing  in  turn.  Teams  stand  at 
least  two  rows  apart  and  behind  throwing  line,  each  team  having  a  ball. 
Captains  stand  beyond  baskets,  two  captains  at  same  basket.  Each 
captain  passes  the  ball  in  turn  to  his  players  and  they  throw  for  the 
basket.  Team  throwing  the  most  baskets  in  a  round  wins  one  point; 
first  to  get  five  points  wins  the  contest. 


Note:  In  the  following  material  fifteen  story  plays,  seven  rhythmic 
plays  and  seven  games  is  the  minimum  number  to  cover  in  one-half 
year.  In  each  of  the  three  kinds  of  work  the  teacher  should  make  her 
selections  to  fit  the  conditions  of  her  group  of  children. 


SIXTH  GRADE 

FIRST  HALF  YEAR    (6B) 

Nine  gymnastic  lessons  are  given  for  one  half  year's  work,  conse- 
quently a  new  lesson  should  be  started  every  two  weeks.  During  two 
weeks'  time,  the  physical  training  period  for  five  days  should  be  given  to 
exercises  and  the  other  five  divided  between  games  and  folk  dances.  An 
alternation  of  the  three  would  seem  most  advisable. 

LESSON  1. 

All  exercises  written  for  E  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 

BEST  STANDING  POSITION  See  General  Instructions 

ORDER.  Right — Face — (See  3A  Lesson  6  with  the  difference  that  the 
pupils  do  not  wait  for  the  second  count,  but  keep  their  own  rhythm). 
Right  about — Face.  (See  5B  Lesson  3). 

HEAD.  Hips — Firm — Bend  head  backward — One — Two — (See  3A  Les- 
son 3).  Deep  breathing. 

LEG.  Head — Firm — (See  3B  Lesson  2) — Heels — Out — Bend  knees— 
One— Two. 

ARM.  Stretch  arms  sideways  and  downward — One — Two — Three — 
Four— (See  3B  Lesson  7). 

TRUNK.  Hips — Firm — (See  3B  Lesson  1,  under  Arm) — Feet  apart— 
Jump — Trunk  forward — Bend — (See  4B  Lesson  3) — Twist  head  to  the 
right — One — Two — (See  3B  Lesson  2). 

PRECIPITANT.  (1)  Hips — Firm — Jump  in  place — One — Two — Three — 
(See  3B  Lesson  6). 

PRECIPITANT.  (2)  Hips — Firm — Run  in  place,  raising  feet  backward 
— Go— Class— Halt—  (See  3B  Lesson  4). 

BREATHING.    West  Point  breathing — One — Two — (See  3B  Lesson  3). 

LESSON  2. 

All  exercises  written  for  K  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.  Place  R  foot  forward — One — Two — Repeat  same,  changing 
direction  to  backward  and  sideways — (See  3B  Lesson  2). 

HEAD,  ARM.  Raise  arms  sideways  and  bend  head  to  right — One — Two. 
Deep  breathing.  (For  arm  raising  see  3B  Lesson  2  under  Breathing). 


145 

LEG.  Head— 'Firm — (See  3B  Lesson  2).  Feet  apart — Jump — Raise 
heels  eight  counts — Go. 

TRUNK.  Arms  sideways — Raise — Feet — Close — Bend  to  right — One — 
Two — (See  4B  Lesson  4). 

PRECIPITANT.  (1)  Hips — Firm — Jump  in  place  with  a  90°  turn — 
One— Two— Three— (See  3B  Lesson  6). 

PRECIPITANT.  (2)  Run  in  place  with  knees  forward — Go — (See  3B 
Lesson  fr). 

BREATHING.    Raise  arms  sideways,  with  deep  breathing — One — Two. 

LESSON  3. 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.  Two  steps  forward — March — Heels  together  on  third  count — 
\rary  direction  backward  and  sideways — On  sideways  the  heels  come  to- 
gether on  second  and  fourth  count — Change  number  of  steps,  adding 
one  count,  except  when  to  side,  then  two  counts  are  added. 

HEAD,  LEG.  Hips — Firm — Bend  knees  and  twist  head  to  right — One — 
Two.  Deep  breathing, 

ARM.  Quick  changes  between — Head — Firm — Shoulders — Firm — (See 
3B  Lesson  2)—  Chest— Firm—  (See  3B  Lesson  1). 

ARM,  TRUNK.  Arms  sideways — Raise — Right  foot  forward — Place — 
Trunk  forward — Bend — Turn  hands — One — Two. 

PRECIPITANT.  Hips — Firm — Jump  in  place  with  a  90°  turn  and  return 
—One — Two — Three — Four.  The  return  jump  is  on  count  three.  Vary 
with  180°  turns. 

BREATHING.  Raise  arms  forward  upward  and  sink  sideways  down- 
ward— One — Two — (See  3 A  Lesson  8). 

LESSON  4. 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.  Mark  time — March — Class  forward — March — Mark  time— 
March— Class  backward— March— Class— Halt—  (See  4B  Lesson  4;  4B 
Lesson  5). 

ARM.  Stretch  arms  upward,  sideways  and  dowmvard — One — Two — 
Three — Four — Five — Six,  (For  upward  see  3 A  Lesson  5).  Shoulders 
firm  on  odd  counts. 

LEG.  Hips — Firm — Left  knee  upward — Bend — Alternate  knee  bend- 
ing upward  beginning  with  the  right,  ten  counts — Go.  (See  4A  Lesson 
5). 

TRUNK,  HEAD.     Shoulders — Firm — Right  foot  forward-outward — Place 
—Trunk  to  right — Twist — Bend  head  backward — One — Two. 
19 


14G 

PRECIPITANT.     Run  around  room  to  command.     (See  5 A  Lesson  4). 
BREATHING.     With  palms  up,  arms  sideways — Raise — Raise, arms  up- 
ward with  deep  breathing — One — Two — (See  3 A  Lesson  5). 

LESSON  5. 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.  Half  right  face  and  place  right  foot  forward,  four  counts — 
Go — (See  5 A  Lesson  5). 

HEAD.  Hips — Firm — Head  to  right — Twist — Bend  head  backward — 
One — Two.  Deep  breathing. 

LEG.     Head — Firm — Feet  apart — Jump — Raise  heels  ten  counts — Go. 

TRUNK.  Right  hip  and  left  head — Firm — Feet  apart — Jump — Bend  to 
right — One — Two. 

TRUNK.  On  right  knee — Kneel — Circle  arms  and  twist  trunk  to  riglit— 
One — Two.  (For  arm  circling,  see  SB  Lesson  5.) 

PRECIPITANT.  Hips — Firm — Spring  with  feet  apart  sideways  and 
slap  hands  over  head,  eight  counts — Go.  (See  3B  Lesson  2  and  4B 
Lesson  2). 

BREATHING.     Hips — Firm — Deep  breathing — One — Two. 

LESSON   6. 

All  exercises  written  for  K  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER,,  LEG,  ARM.  Place  right  foot  sideways  and  fling  arms  sideicays, 
followed  by  raising  heels,  in  series  sixteen  counts — Go — On  one — Place 
right  foot  to  side  and  raise  arms  to  side — On  two — Raise  heels — On  three 
—Sink  heels — On  four — Return  foot  and  hands  to  position — Continue 
with  alternate  feet  to  sixteen  counts.  For  explanation  of  rhythm  see 
General  Instructions. 

TRUNK.  (1)  Head — Firm — Feet — Close — Bend  trunk  forward — One 
— Two. 


Lunge   forward   right — ONE. 


147 

TRUNK.  (2)  Chest — Firm — On  right  knee — Kneel — Twist  trunk  to 
right  and  fling  arms  sideways — One — Two. 

LUNGE.  Hips — Firm — Lunge  forward  right — One — Place  right  foot 
two  lengths  forward  at  same  time  bending  the  forward  knee  and  throw- 
ing the  weight  upon  it,  the  back  knee  should  be  straight  and  both  feet  flat 
upon  the  floor.  Do  not  let  the  outer  border  of  backward  foot 
leave  the  floor — Two — Foot  replaced  by  pushing  with  toe,  thus  giving  a 
slight  spring  back  to  standing. 

PRECIPITANT.  Hips — Firm — Cross  right  foot  in  front  of  left — Place — 
Spring  with  alternate  change  of  feet,  eight  counts — Go. 

BREATHING.  Raise  arms  sideways  and  raise  heels  with  deep  "breathing 
—One — Two. 

LESSON  7. 

All  exercises  written  for  K  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER,  LEG,,  ARM.  Circle  arms  and  place  right  foot  forward  with  heel 
raising,  in  series  sixteen  counts — Go — On  one — Arm  circling,  (See  3B 
Lesson  5),  and  right  foot  placed  forward — On  two — Heels  raise — On 
three — Heels  sink — On  four — Arms  down  and  return  foot  to  position 
— Continue  to  sixteen  counts. 

HEAD.  Shoulders — Firm — Bend  head  backward — One — Two.  Deep 
breathing. 

ARM,  TRUNK.  Arms  sideways — Raise — Feet  apart — Jump — Trunk  to 
right — Twist— Turn  hands — One — Two — Repeat  hand  turning  four 
times  before  twisting  trunk  forward. 

LUNGE.  Hips — Firm — Lunge  sideways  right — One — Two.  Follow 
directions  in  last  lesson,  substituting  with  the  change  in  direction. 
Either  face  the  class  to  side  of  room  or  raise  seats. 

PRECIPITANT.  Jump  over  chairs — One — Two — Three.  (See  5B  Lesson 
3). 

LESSON   8. 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER,  LEG,  ARM.  Heels — Out — Raise  arms  sideways  upward  and 
l)end  knees  in  series,  eight  counts — Go — Done  in  rhythm. 

TRUNK.  ( 1 )  Shoulders— Firm— Heels— Out— Trunk  forward— Bend 
—Twist  head  to  right — One — Two. 

TRUNK.  (2)  Arms  sideways — liaise — On  right  knee — Kneel — Bend 
trunk  to  right — One — Tips  of  fingers  touch  floor — Two — Return — Bend  to 
left — One — Two. 

LUNGE.    Hips — Firm — Lunge  forward  right — One — Two. 


148 

PRECIPITANT.  Hips — Finn — Run  in  place  with  alternate  knee  bending 
upward — Go — (See  3B  Lesson  4,  also  3A  Lesson  6). 

BREATHING.  With  palms  up,  arms  sideways — Raise — Raise  arms  up- 
ward and  bend  head  backward— -One— Two. 

LESSON  9. 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER,  LEG,  ARM.     Head  firm  and  feet  Close — raise  heels  to  sixteen 
counts — Go — On  one — Head  firm  and  feet  close — On  two — Heels  raise — 
On  three — Heels  sink — On  four — Hands  returned  and  toes  out. 
TRUNK.     (1)     Head— Firm — Twist  trunk  to  right — One— Two. 
TRUNK.     (2)     Arms    sideways — Raise — Heels — Out — Bend    trunk    to 
right,  touching  floor — One — Touch  floor  with  finger  tips  as  near  as  possi- 
ble to  right  foot,  bend  right  knee — Two.    Raise  seats — let  heads  go  down 
behind  desks. 

LUNGE.     Hips — Firm — Lunge  sideways — One — Two. 

IECIPITANT.     Hips — Firm — Run  in  place,  raising  feet  'backirtird,  and 
on  every  step — Go — (See  3B  Lesson  5). 
IEATHING.     West  Point  breathing — One — Two. 


149 


SIXTH  GRADE 

FIRST    HALF    YEAR 

RHYTHMIC  PLAYS 
Note :     Repeat  steps  given  at  beginning  of  fifth  grade,  first  half  year. 

SWEDISH    QUADRILLE 


150 

Four  couples  in  each  set,  quadrille  formation. 

Group  I 

1.  All  walk  around  set,  single  file  (1-16  counts). 

2.  Head  couples  pass  through  (14)  reach  back,  clasp  hands  in  circle 
of  four  and  hold  (5-10),  walk  on  across  to  opposite  side  of  set  (11-16), 
and  face  about. 

Side  couples  the  same  (1-16). 

3.  Head  couples  go  to  center  of  set,  join  R  hands  and  skipping  once 
and  a  half  times  around  return  to  original  places  (1-16). 

Sides  the  same  (1-16). 

4.  Grand  chain  (Grand  right  and  left)   (1-16).  Described  in  rhythmic 
plays  for  third  grade  (Merry-go-round). 

Group  II 

1.  Same  as  Fig.  1,  Group  I. 

2.  Those  on  left  of  each  couple  swing  partner  to  center  of  set  and 
join  hands  in  line  of  four.    Partners  raise  hands  and  form  arches  (1-16). 
Side  couples  skip  through  these  single  file,   around  set  and  back   to 
places   (1-16).     Sides  form  arches,  head  couples    skip   through    (1-16), 
(1-16). 

3.  "Buzz"  step.    Lock  right  arms  with  partners,  put  outside  of  K  feet 
together  and  "hitch"  once  around,  helping  with  L  foot  (1-16). 

4.  Grand  chain  (1-16). 

Group  III 

1.  Same  as  Group  I,  Fig.  1  (1-16). 

2.  Ones  join  R  hands  and  skip  around  in  circle  in  center  of  set  and 
back  to  places  (1-16).  Twos  the  same  (1-16). 

3.  Ones  join  both   hands  with  those  of  opposite  couples  and  skip 
around  side  wise  in  center  of  set  (1-16). 

Twos  the  same. 

4.  Grand  chain  (1-16). 

Note :    No.  1  is  supposed  to  be  the  girl  on  left  of  each  couple,  No.  2  on 
right. 

DANCING   TOPSY 

(See  Reference  13) 

HOW-DO-YOU-DO 

Music:     (Tempo  2/4).     Any  music  that  can  be    used    for    Portland 
Fancy. 
Formation :    Circle  around  room,  sets  of  four  couples  facing. 

1.  Inside  hands  joined,  outside  on  skirt  (or  at  waist).  Four  slides 
to  L;  four  slides  back  to  place  (eight  counts).  Hands  joined, 
eight  slides  around  to  L  (eight  counts). 


151 

2.  Forward  and  back  (eight  counts).    Forward  and  "How-do-you-do" 

(eight  counts).  On  "how,"  join  K  hands  with  opposite;  on  "do," 
shake  K  hands  with  opposite ;  on  "you,"  join  L  hands  with  oppo- 
site; on  "do,"  shake  L  hands  with  opposite.  Hands  joined 'with 
opposite.  Eight  slides  toward  centre  of  circle  (eight  counts)  ; 
eight  slides  back  to  place  (eight  counts). 

3.  "STAR."     R  hands  joined  with  diagonal.     Eight  skips  around  in 

place  (moving  to  L).  Turn,  join  L  hands,  eight  skips  back  to 
place. 

4.  Forward  and  back.     Forward  and  pass  through  opposite  couple. 

Start  with  R  foot,  six  steps  forward,  step  to  R  and  curtsey  to 
new  couple.     (Each  one  goes  to  her    own   right    in    "passing 
through.")      (Eight  counts.) 
Repeat  from  beginning  with  new  couple. 


SIXTH  GRADE 

FIRST    HALF   YEAR 

MISCELLANEOUS  PLAYS  AND  GAMES 

DODGE   BALL 

(Tag  Game).  Players  in  two  equal  groups.  One  group  forms  a 
circle,  other  group  within.  Outside  group  has  a  volley  or  indoor  base 
ball  with  which  they  try  to  hit  the  players  within.  As  soon  as  one  is 
hit  he  must  join  the  circle  and  help  hit  the  others.  When  all  have  been 
tagged  in  this  way,  groups  change  places  and  repeat.  The  two  players 
who  were  last  to  be  hit  in  the  two  games  are  captains  to  choose  up  for 
next  time.  Another  kind  of  ball  may  be  used  and  it  may  be  rolled  in- 
stead of  thrown  if  desired. 

BOMBARDMENT 

(Ball  Game).  Played  much  like  "Newcomb,"  (See  Fifth  Grade),  but 
instead  of  making  scores  by  the  ball  striking  the  floor  they  are  made  by 
knocking  down  a  row  of  Indian  clubs  stood  up  on  the  rear  line  of  the 
court.  There  should  be  a  score  keeper  for  each  end  of  the  court.  Each 
club  knocked  down  counts  a  score,  whether  by  a  ball  or  by  a  player 
accidentally. 

When  boys  play  the  game  alone  the  rope  may  be  dispensed  with.  This 
makes  the  game  faster  but  less  safe. 

HILL   DILL 

(Tag  Game).  Played  like  "Black  Tom"  (See  Fifth  Grade),  except 
that  the  call  is  "Hill  Dill,  come  over  the  hill,"  and  the  players  may 
start  from  either  side  at  any  time,  without  waiting  for  the  call.  There 
is  no  attempt  to  deceive  by  giving  the  wrong  call.  The  players  passing 
in  both  directions  all  the  time  makes  it  more  difficult  to  catch  them. 


152 

BALANCE    BEAM    WALK 

(Contest).  Balance  beams  are  made  by  setting  a  two-inch  plank  on 
edge  and  supporting  it  by  strong  cleats  at  ends  and  center.  There 
should  be  one  beam  for  every  10  or  12  players.  Each  player  walks  across 
the  beam,  turns,  walks  back  to  starting  point,  and  repeats  for  5  lengths 
of  the  beam,  2%  complete  circuits.  Each  player  walks  in  turn  and 
scores  one  point  for  each  length  (up  to  5)  he  is  able  to  walk  without 
stepping  to  the  floor. 

This  can  be  made  a  group  contest  by  choosing  teams  and  giving  the 
groups  credit  for  the  scores  instead  of  the  individuals. 

POSTURE    TAG 

Played  like  "Partner  Tag,"  (See  Fourth  Grade),  but  runner  and 
chaser  carry  a  bean  bag  on  the  head  without  using  hands  to  keep  it  in 
place.  When  the  runner  sits  in  another  player's  place  he  puts  the  bean 
bag  on  the  other  player's  head,  and  then  that  player  becomes  runner. 


SIXTH  GRADE 

SECOND    HALF    YEAR    (6A) 

Nine  gymnastic  lessons  are  given  for  one-half  year's  work,  conse- 
quently a  new  lesson  should  be  started  every  two  weeks.  During  two 
weeks'  time  the  physical  training  period  for  five  days  should  be  given  to 
exercises  and  the  other  five  be  divided  between  games  and  folk  dances. 
An  alternation  of  the  three  would  seem  most  advisable. 

LESSON   1. 

All  exercises  written  for  K  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 

BEST  STANDING  POSITION  See  General  Instructions 

ORDER.  Right — Face — Left — Face — Right  about — Face — (See  5B  Les- 
son 3).  Left  about — Face. 

HEAD.  Shoulders — Firm — .(See  SB  Lesson  2).  Bend  head  backward 
— One — Two — (See  3 A  Lesson  3).  Deep  breathing. 

LEG.  Head — Firm — (See  3B  Lesson  2).  Heels — Out — Bend  knees — 
One — Two.  (See  3B  Lesson  3). 

ARM.  Quick  changes  betiveen  Hips — Firm — Chest — Firm — (See  3B 
Lesson  1) — Head — Firm — (See  3B  Lesson  2) — Shoulders — Firm — (See 
3B  Lesson  2). 

TRUNK.  Hips — Firm — Feet  apart — Jump — Trunk  forward — Bend — 
(See  4 A  Lesson  1).  Twist  head  to  right — One — Two — (See  3B  Lesson  2). 

PRECIPITANT.  (1)  Mark  time — March — Class  forward — March.  Class 
—Halt— (See  4B  Lesson  4). 


153 

PRECIPITANT.     (2)     Hips — Firm — Jump     in     place — One — Two — Three 
-(See  3B  Lesson  6). 
BREATHING.    West  Point  breathing — One — Two — (See  3B  Lesson  3). 

LESSON  2. 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.  One,  two  or  three  steps  forward,  backward  or  sideways 
(teacher  must  specify) — March — (See  3A  Lesson  4  and  3A  Lesson  5). 

HEAD.  Left  hip — Firm — Raise  right  arm  in  half  circle  over  head  tind 
twist  head  to  left — One — Two. 

LEO.  Hips — Firm — Heels  out  and  in  ten  counts — Go — (See  3A  Les- 
son 1). 

ARM.  Wretch  arms  sideways,  upward  and  downward — One — Should- 
ers firm — Two — Shoot  arms  out  sideways  on  a  level  and  in  straight  line 
with  shoulders,  fingers  extended,  palms  down — Three — Shoulders  firm 
— Four — Shoot  arms  vertically  upward  and  parallel,  palms  turned  in- 
ward— Five — Shoulders  firm — Six — Shoot  arms  down  to  side,  fingers  ex- 
tended. 

TRUNK.  Right  hip  left  head — Firm — Right  foot  forward — Place — (See 
3B  Lesson  2) — Bend  sideways  to  right — One — Two — (See  4B  Lesson  4). 

PRECIPITANT.  (1)  Hips — Firm — -Jump  in  place  with  a  turn  of  180° 
One — Two — Three. 

PRECIPITANT.  (2)  Hips — Firm — Right  foot  forward — Place — Spring 
irll h  feet  apart  forward  and  backward  eight  counts — Go — (See  3B  Les- 
son 3). 

BREATHING.    'Raise  arms  sideways,  with  deep   breathing — One — Two. 

LESSON   3. 

All  exercises  written  for  H  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.  Hips — Firm — Place  R  foot  forward  and  return,  backward  and 
return,  and  sideways  and  return,  six  counts,  right — Go — (See  3B  Lesson 
2).  Change  to  L. ' 

HEAD,  LEG.  Hips — Firm — Feet — Close — Right  foot  forward — Place — 
Bend  knees  and  twist  head  to  right — One — Two. 

ARM.  Stretch  arms  backward.  (Arm  stretched  downward,  carried 
backward  about  six  inches;  care  taken  that  shoulders  do  not  come  for- 
ward ) — Hpirard  and  dowivward — One — Two — Three — Four — Five — Six. 

TRUNK.  Hwtd — Firm — Feet  apart — Jump — Trunk  to  right — Twist — 
Trunk  twisting,  four  counts — One — Twist  trunk  to  left — Two — Twist  to 
right — Three — Twist  to  left — Four— Twist  to  right — Forward — Twist. 

PRECIPITANT.  (1)  Hips — Firm — Cross  right  foot  in  front  of  left— 
Place — Spring  upward  with  alternate  change  of  feet,  ten  counts — Go. 


154 

PRECIPITANT.     (2)     Marching  and  running  around  room. 
BREATHING.     Raise  arms  forward  upward  and  sink  sideways  down- 
ward— One — Two — (See  3 A  Lesson  9). 

LESSON  4. 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.  Right  face  and  one  step  sideways  to  right — March — Done  in 
rhythm  in  four  counts. 

HEAD,  ARM.  Shoulders — Firm — Stretch  arms  sideways  and  twist  head 
to  right — One — Two, 

LEG.  Hips — Firm — Bend  right  knee  upward — One — Bend  right  knee 
upward  until  it  is  at  right  angles  with  body,  toe  pointed  towards  the 
floor — hold  the  position  steadily,  as  long  as  it  would  take  to  count  six 
—Two — replace  right  foot  and  bend  left  knee  upward. 

TRUNK.  (1)  Head — Firm — Feet — Close — Right  foot  forward — Place 
— Bend  trunk  forward — One — Two. 

TRUNK.  (2)  Arms  sideways — Raise — Heels — Out — Bend  trunk  to 
right,  fingers  touching  floor — One — Two. 

PRECIPITANT.  Hips — Firm — Jump  with  a  90°  turn  right  and  return— 
One — Two — Jump  with  a  90°  turn — Three — Return  jump — Four — Stand 
erect. 

BREATHING.  With  palms  up,  arms  sideways — Raise — Raise  arms  up- 
ward and  bend  head  backward — One — Two. 

LESSON  5. 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.  Half  right  face  and  place  right  foot  forward,  four  counts — 
Go — (Half  right  face — See  5 A  Lesson  5). 

HEAD.  Shoulders — Firm — Head  to  right — Twist — Bend  head  back- 
ward— One — Two — Deep  breathing. 

LEG.  Hips — Firm — Place  R  foot  sideways  and  raise  heels,  sixteen 
counts  in  series — Go — On  one,  right  foot  placed  to  side;  on  two,  heels 
raised;  on  three,  heels  sink;  on  four,  foot  replaced.  Continue  alternate 
feet  to  sixteen  counts. 

TRUNK.  (1)  Hips — Firm — Kneel  right  and  left  four  counts — One — 
Kneel  right  knee — Two — Stand — Three — Kneel  left  knee — Four — Stand. 
Catch  weight  of  body  on  the  toe  just  before  the  knee  strikes  the  floor. 

TRUNK.  ,  (2)  Shoulders — Firm — Feet  apart — Jump — Trunk  forward 
Bend — Stretch  arms  sideways  six  counts — Go. 

PRECIPITANT.    Jump  over  chairs — One — Two — Three. 

BREATHING.     West  Point  breathing — One — Two. 


155 

LESSON   6. 

All  exercises  written  for  K  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.  Mark  time — March — Class — Halt — Forward — March — Back- 
ward— March.  (See  4B  Lesson  4  and  5). 

HEAD,  LEG.  Chest — Firm — Heels — Out — Bend  knees  and  twist  head 
to  right — One — Two.  Deep  breathing. 

ARM.  Shoulders — Firm — Stretch  arms  twice*  sideways — One — Two — • 
Three — Four. 

TRUNK.  Hips — Firm — Right  knee — Kneel.  Bend  trunk  sideways — - 
One — Bend  the  trunk  to  right  side,  chest  well  up,  head  erect,  and  chin 
drawn  in — Two — Return  to  erect  position. 

LUNGE.  Hips — Firm — Lunge  forward  right — One — Place  right  foot 
two  lengths  forward  at  same  time  bending  the  forward  knee  and  throws- 
ing  the  weight  upon  it,  the  back  knee  should  be  straight  and  both  feet 
flat  upon  the  floor — -Trunk  erect — Do  not  let  the  outer  border  of  back- 
ward foot  leave  the  floor — Two — Foot  replaced  by  pushing  with  toe, 
thus  giving  a  slight  spring  back  to  standing.  (6B  Lesson  6.) 

PRECIPITANT.  Hips — Firm — Right  foot — Raise — Run  in  place,,  raising 
feet  backward,  and  hop  on  every  step — Go — (See  3B  Lesson  5). 

BREATHING.     Hips — Firm — Deep  breathing — One — Two. 

LESSON  7. 

All  exercises  written  for  K  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER,  LEG.  Hips — Firm — Place  R  foot  sideways  and  raise  heels,  six- 
teen counts  in  series — Go. 

HEAD.  Shoulders — Firm — Head  to  right — Twist — Bend  head  back- 
ivard — One — Two.  Deep  breathing. 

TRUNK.  (1)  Shoulders — Firm — Heels — Out — Trunk  forward — Bend 
— Stretch  arms  sideways  six  counts — Go. 

TRUNK.  (2)  Left  hip — Firm — Right  arm  sideways — Raise — Side 
bending  and  stretching — One — Bend  the  trunk  sideways  to  the  right  and 
touch  the  floor  with  the  right  hand,  bending  the  right  knee — Two — Eise 
to  an  upright  position  and  stretch  the  right  arm  upward,  looking  up- 
ward— Three — Change  arms — Four — Bend  to  left  side  and  touch  the  left 
hand  to  the  floor,  bending  the  left  knee— Five — Rise  and  stretch  the  left 
arm  upward — Six — Change  arms. 

PRECIPITANT.     Practice  in  marching  and  running  around  room. 

BREATHING.  Raise  arms  forward  upward  and  sink  sideways  down- 
ward with  deep  breathing — One — Two. 


15(3 

LESSON   8. 

All  exercises  written  for  E  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER,,  LEG,  ARM.  Raise  arms  sideways  and  place  R  foot  forward, 
bend  and  stretch  knees,  sixteen  counts — Go.  On  one,  raise  arms  side- 
ways and  place  right  foot  forward;  on  twro,  bend  knees;  on  three,  stretch 
knees;  on  four,  hands  and  feet  position.  Continue  to  sixteen  counts  with 
alternate  feet. 

HEAD.  Hips — Firm — Feet  apart — Jump — Twist  head  to  right — One — 
Two — Deep  breathing. 

TRTTTSTK.  (1)  Shoulders — Firm.' — Feet  apart — Jump — Trunk  fonrard 
— Bend — Stretch  arms  upward— One — Two — Keep  head  well  back,  look- 
ing up,  and  stretch  arms  as  far  back  as  possible. 

,  TRUNK.     (2)     Right  hip   left  head — Firm — On     right    knee — Kneel — 
Bend  to  right — One — Two. 

LUNGE.  Hips — Firm — Lunge  sideways  right — One — Two.  (See  6B 
Lesson  7). 

PRECIPITANT.  (1)  Hips — Firm — Jump  in  [tlacc  with  a  180°  turn — 
One— Two— Three. 

PRECIPITANT.  (2)  Hips — Firm — Right  foot  forward — Place — Spring 
with  feet  apart  forward  and  backward  eight  counts — Gro — (See  3B  Les- 
son 3). 

BREATHING.     Raise  arms  sideways.,  with  deep   breathing — One — Two. 

LESSON   9. 

All  exercises  written  for  K  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER,  LEG,  ARM.  Heels  out  and  chest  firm,  fling  arms  sideicai/s  and 
bend  knees  in  series,  sixteen  counts — Go — On  one — Chest  firm  and  heels 
out — On  two — Fling  arms  sideways  and  bend  knees — On  three — Chest 
firm  and  stretch  knees — On  four — Hands  down  and  heels  in. 

TRUNK.  Hips — Firm — Feet  apart — Jump — Trunk  to  right — Twist — 
Trunk  twisting,  four  counts — One — Twist  trunk  to  left — Two — Twist  to 
right — Three — Twist  to  left — Four — Twist  to  right — Forward — Twist. 

LUNGE.  Hips — Firm — Lunge  sideways  and  fling  arms  to  shoulder 
height — One — Two. 

ARM  Stretch  arms  upward,  sideways  and  downward — One — Two — 
Three — Four — Five — Six. 

PRECIPITANT.  (1)  Hips — Firm — Spring  w4th  feet  apart  sidciray*. 
eight  counts — Go.  (See  3B  Lesson  2). 

PRECIPITANT.  (2)  Hips — Firm — Run  in  place  mixing  feet  backward, 
ten  counts — Go — (See  3B  Lesson  4). 

BREATHING.     West  Point  breathing — One — Two. 


157 


SIXTH  GRADE 

SECOND  HALF  YEAR 

RHYTHMIC  PLAYS 
Note:     Review  steps  at  beginning  of  fifth  grade,  second  half  year. 

CHILDREN^   POLKA 

German 


Formation:  Single  circle  around  room,  couples  facing  each  other, 
hands  joined  and  arms  extended  shoulder  high.  Measures  1,  2,  partners 
slide  to  center  of  circle,  and  Measures  3.  4.,  return  to  places.  Measures 
5-8,  Repeat.  Measures  9,  clap  own  thighs,  then  clap  hands  in  front  of 
chest.  Measure  10,  clap  partner's  hands  three  times.  Measures  11,  12, 
repeat  last  two  figures.  Measure  13,  point  R  toe  forward  and  resting  R 
elbow  in  L  hand,  shake  forefinger  of  R  hand  at  partner  three  times. 
Measure  14,  repeat  with  L  foot  and  hand.  Measure  15,  jump  four  times 
in  place,  making  a  quarter  turn  each  time  and  turning  around  away 
from  partner.  Measure  16,  stamp  three  times,  beginning  with  R  foot. 

BLUFF   KING  HAL 

English 
(See  Reference  8) 


C  SARD  AS 

Hungarian 

J    J  1  —  f  —  J    J.  J 

3  —  j  1  J  Jn  j 

158 

Formation:  Single  circle.  Partners  facing  each  other.  Hands  on 
partner's  shoulders  and  hips. 

Measure  1.  Step  towards  the  centre,  close  with  outside  foot,  striking 
heels  together.  Kepeat. 

Measures  24.  Repeat,  moving  away  from  the  centre.  Continue 
through  the  strain  of  music. 

Measures  5-12.  Hook  right  arms  and  turn  with  brisk  walking  steps. 
Strike  heels  together  on  eight.  Change  arms  and  repeat.  Con- 
tinue through  the  strain  of  music. 

Measures  14.  Step  towards  the  centre,  close  with  outside  foot,  strik- 
ing heels  together.  Repeat,  moving  away  from  the  centre.  Con- 
tinue through  the  strain  of  music. 

Measures  5-12.     Repeat  second  step. 

Measures  1-12  and  14.  Turning  toward  centre,  hop  and  touch  top  of 
outside  toe,  turn  away  from  centre,  hop  and  touch  heel.  Repeat 
with  inside  foot.  Continue  through  the  music. 

Measures  5-8.  Hook  right  arms  and  turn  with  skipping  step — hop, 
step,  close — beginning  with  outside  foot. 

Measures  9-12.     Change  arms  and  repeat. 


SIXTH  GRADE 

SECOND  HALF  YEAE 

MISCELLANEOUS  PLAYS  AND  GAMES 

CIRCLE   BALL 

(Tag  Game).  Players  in  a  circle.  One  player  within  is  "It."  The 
players  in  the  circle  have  a  basket  ball  which  they  toss  from  one  to 
another  to  keep  it  away  from  the  one  within,  who  tries  to  get  it  or  to 
tag  someone  while  he  has  it.  If  he  can  get  the  ball  or  tag  a  player  who 
has  it,  he  is  free,  and  the  one  tagged  or  the  last  one  touching  the  ball  is 
"It."  This  game  requires  careful  umpiring.  If  it  proves  too  difficult  for 
the  one  within  the  circle  to  tag  anyone,  let  two  players  be  "It"  at  the 
same  time.  If  there  are  30  players  or  more,  it  will  be  better  to  divide 
and  have  two  games. 

LONDON  LOO 

(Tag  Game).  Played  like  "Black  Tom"  (See  Fifth  Grade),  until  three 
or  more  have  been  caught,  and  then  the  catchers  must  join  hands  and 
catch  the  other  players  while  holding  an  unbroken  line.  No  one  can  be 
tagged  unless  the  line  is  complete,  and  then  only  by  the  hands.  The  end 
players  can  use  their  free  hands  and  if  the  players  try  to  break  through 
or  pass  under  they  can  be  tagged  by  the  grasped  hands. 

KEEP   BALL 

(Ball  Game).  Two  equal  groups  of  players,  distinguished  in  some 
way  to  enable  anyone  to  tell  quickly  to  which  side  each  belongs.  Often 


159 

they  may  be  grouped  according  to  some  peculiarity  of  dress.  Paper  or 
handkerchiefs  can  be  fastened  on.  It  is  played  with  a  basket  ball  and 
scores  are  made  by  catching  the  ball  from  one  of  your  own  side.  Every 
successful  pass  counts  one.  It  is  not  a  score  to  get  the  ball,  unless  it 
was  thrown  by  one  of  the  same  side.  The  umpire  calls  the  scores  as  they 
are  made,  as  "Bed,"  "Bed,"  "Blue,"  "Blue,"  "Blue,"  and  a  score  keeper 
makes  a  mark  in  the  proper  place  for  each  score  called.  It  is  unfair  to 
run  with  the  ball  or  to  push  an  opponent  or  take  the  ball  away.  A  foul 
forfeits  the  ball  to  the  opponents.  The  umpire  must  be  capable  and 
must  move  about  quickly  following  the  ball  in  order  to  see  all  that 
happens.  The  side  having  the  most  scores  at  the  end  of  the  time  agreed 
upon  wins.  The  exercise  is  violent,  therefore  the  playing  time  should  be 
short. 

MERRY    GO   ROUND 

(Goal  Game).  Players  in  a  double  circle,  inside  line  start  with  B 
hand  toward  center  and  outside  line  with  L  hand  toward  center,  and 
perform  the  "Grand  Bight  and  Left,"  as  described  in  rhythmic  play  of 
same  name,  third  grade.  An  odd  player  stands  in  the  center,  and  on  a 
signal  or  when  music  stops  all  stop  marching  with  right  hand  grasping 
right  hand  of  a  partner  and  the  odd  player  tries  to  get  a  partner.  The 
one  left  out  goes  in  the  center  next  time. 


Note:  In  the  following  material  fifteen  story  plays,  seven  rhythmic 
plays  and  seven  games  is  the  minimum  number  to  cover  in  one-half 
year.  In  each  of  the  three  kinds  of  work  the  teacher  should  make  her 
selections  to  fit  the  conditions  of  her  group  of  children. 


SEVENTH  GRADE 

FIRST  HALF   YEAR    (7B) 

Nine  gymnastic  lessons  are  given  for  one  half  year's  work,  conse- 
quently a  new  lesson  should  be  started  every  two  weeks.  During  two 
weeks'  time  the  physical  training  period  for  live  days  should  be  given  to 
exercises  and  the  other  five  divided  between  games  and  folk  dances.  Sub- 
stitute athletics  for  boys  while  girls  are  having  folk  dancing.  An  alter- 
nation of  the  three  would  seem  most  advisable. 

LESSON   1. 

BEST  SITTING  POSITION 

BEST  STANDING  POSITION  See  General  Instructions 

ORDER.  Right — Face — (See  3A  Lesson  6  with  the  difference  that  this 
is  done  in  rhythm  to  two  counts). 

HEAD.  Shoulders — Firm — Bend  Jiead  backward — One — Two.  Deep 
breathing. 

LEG.     Hips — Firm — Bend  knees — One — Two — (See  3B  Lesson  3). 

ARM.  (1)  Quick  changes  between  Hips — Firm — Head — Firm — Chest 
— Firm — Shoulders — Firm. 

ARM.  (2)  Stretch  arms  sideways,  upward  and  downward — One — 
Shoulders  firm — Two — Shoot  arms  out  sideways  on  a  level  and  in 
straight  line  with  shoulders,  fingers  extended,  palms  down — Three — 
Shoulders  firm — Four — Shoot  arms  vertically  upward  and  parallel,  palms 
turned  inward — Five — Shoulders  firm — Six — Shoot  arms  down  to  side, 
fingers  extended. 

TRUNK.  (1)  Head — Firm — Feet  apart — Jump — Bend  trunk  forward 
— One — Two.  Stand  at  sides  and  back  of  room  to  see  if  backs  are 
straight. 

TRUNK.  (2)  Right  hip  and  left  head — Firm — Bend  trunk  to  right 
—One — Two. 

PRECIPITANT.  (1)  Hips — Firm — Spring  with  feet  apart  side 
ways,  ten  counts — Go — (See  3B  Lesson  2). 

PRECIPITANT.  (2)  Hips — Firm — Jump  in  place — One — Two — Three — 
(See  3B  Lesson  6). 

BREATHING.     West  Point  breathing — One — <Two — (See  3B  Lesson  4). 

LESSON  2. 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.     Hips — Firm — Right     foot     forward  —  Place  —  return  —  Two, 
21 


162 

Review  foot  placings  in  different  directions.  Be  careful  that  the  moving 
foot  carries  half  the  weight  of  the  body. 

HEAD,,  ARM.  Raise  arms  sideways  and  twist  head  to  right — One — Two. 
Deep  breathing. 

LEG.  Head — Firm — Heels — Out — Raise  heels  twelve  counts — Go- 
Take  care  to  do  this  slowly,  and  high,  and  to  come  down  softly,  and  not 
to  sway  forward. 

TRUNK.  (1)  Chest — Firm — Feet — Close — Trunk  forward — Bend— 
With  palms  up,  fling  arms  sideways — One — Two. 

TRUNK.  (2)  Best  sitting  position.  Do  not  touch  back  of  seat. 
Catch  toes  in  iron  supports  of  desk  close  to  floor.  Arms  sideways — liaise 
—Bend  trunk  to  right — One — Two.  Touch  floor  if  possible  and  keep 
heads  up. 

PRECIPITANT.  Hips — Firm — Jump  in  place  with  turn  of  90° — One — 
Two— Three— (See  5B  Lesson  2)— Same  with  180°  turn. 

BREATHING.    Raise  arms  sideways — One — Two.     Deep  breathing. 

LESSON  3. 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.  Hips — Firm — Right  touch  step  forward — One — Two — (See  3B 
Lesson  8).  Be  careful  to  keep  heel  high  from  floor.  Review  touch  steps 
in  all  directions. 

HEAD.  Chest — Firm — Bend  head  to  right— One — Two.  Deep  breath- 
ing. 

LEG.  Hips — Firm — Right  knee  upward — Bend — Alternate  knee  bend- 
ing upward  beginning  with  left,  eight  counts — Go — (See  4 A  Lesson  5). 

ARM.  Stretch  arms  sideways,  upward  and  downward,  twelve  counts 
—Go.  Shoulders  firm  on  odd  counts.  Take  it  slowly  enough  to  com- 
plete each  movement. 

TRUNK.  (1)  Chest  firm  and  kneel  on  right  knee — One — Position — 
Two — Chest  firm  and  kneel  on  left  knee — Three — Position — Four — Repeat 
in  series,  sixteen  counts — Go. 

TRUNK.  (2)  Shoulders  firm  and  feet  apart — Jump — Trunk  forward 
— Bend — Stretch  arms  sideways,  six  counts — Go. 

PRECIPITANT.  Hips — Firm — Right  leg  fonvard — Raise — Cut  step  for- 
ward and  backward — Toe  pointed,  and  a  foot  from  floor — Ten  counts — 
Go.  Swing  right  foot  swiftly  to  place  and  immediately  raise  left  leg 
backward  as  though  displaced  by  right.  Quickly  bring  left  back  to  place 
and  send  right  forward.  Continue  in  same  rhythm.  The  rhythm  should 
be  that  of  a  slow  running  step  and  the  supporting  knee  should  be  slightly 
bent  on  every  cut. 

BREATHING.  Raise  arms  forward  upward  and  sink  sideways  down- 
ward— One — Two . 


163 

LESSON   4. 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.  One  step  forward — March — (See  3 A  Lesson  5).  Review  one 
and  two  steps  forward,  sideways,  and  backward. 

HEAD,,  ARM,  LEG.  Heels — Out — Raise  arms  sideways,  bend  knees  and 
twist  head  alternately  R  and  L  eight  counts — Go. 

TRUNK.  Head  firm  and  on  right  knee — Kneel — Bend  trunk  to  right — 
One— Two. 

LEG.  Hips — Firm — Right  knee  upward — Bend — Alternate  knee  bend- 
ing upward,  twelve  counts — Go.  Knee  as  high  as  hip  for  boys,  not  so 
high  for  girls,  toe  pointed  down,  taken  in  marching  rhythm. 

PRECIPITANT.  (1)  Like  the  cut  step  forward  and  backward,  but 
raising  the  feet  sideways.  Hips — Firm — Right  or  left — Face — Right  leg 
sideways — Raise — Cut  step  sideways,  twelve  counts — Go. 

PRECIPITANT.  (2)  March  and  run  around  the  room  to  command — 
(See  4B  Lesson  4  and  5B  Lesson  4). 

BREATHING.     West  Point  breathing — One — Two. 

LESSON  5. 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER,  LEG,  ARM.  Head  firm  and  place  right  foot  forward,  raise 
heels,  in  series,  sixteen  counts — Go — On  one — Head  firm  and  place  right 
foot  forward — On  two — Heels  raise — On  three — Heels  sink — On  four — 
Hands  down  and  feet  together — Continue  with  alternate  feet  to  sixteen 
counts.  Take  care  not  to  sway  the  body  as  heels  are  raised. 

HEAD.  Shoulders — Firm — Bend  head  backward — One — Two.  Deep 
breathing. 

LEG,,  ARM.  Alternate  heel  and  toe  raising,  raising  arms  to  shoulder 
height  ten  counts — Go.  (See  3B  Lesson  4,  Leg). 

TRUNK.  Raise  arms  sideways  and  place  right  foot  sideways — One — 
Bend  trunk  to  right — Two — Raise  trunk — Three — Position-^ Four — Re- 
peat with  alternate  feet  in  series,  sixteen  counts — Go.  Take  it  slowly 
enough  to  complete  movements. 

LUNGE.     Hips — Firm — Lunge  forward — One — Two. 

PRECIPITANT.  (1)  Hips — Firm — Jump  with  a  turn  of  180° — One— 
Two — Three. 

PRECIPITANT.  (2)  Hips — Firm — Jump  with  a  turn  of  180°  and  re- 
turn— One — Two — Three — Four. 

BREATHING.  With  palms  up,  arms  sideways — Raise — Raise  arms  up- 
ward— One — Two. 


164 
LESSON   6. 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER,  LEG,  ARM.  Circle  arms  and  place  right  foot  backward,  raise 
and  sink  heels,  in  series  sixteen  counts — Go — On  one — Arm  circling  and 
place  right  foot  backward — On  two — Raise  heels — On  three — Sink  heels 
— On  four — Hands  down  and  replace  foot — Continue  with  alternate  feet 
to  sixteen  counts. 

HEAD.  Hips  firm  and  feet  apart — Jump — Trunk  to  right — Twist — 
Twist  head  alternately  L  and  R — One — Two — Three — Four — Deep  breath- 
ing. 

LEG.  Head  firm  and  place  right  foot  forward — One — Bend  knees — 
Two — Stretch  knees — Three — Position — Four — Repeat  in  series  with  al- 
ternate feet,  sixteen  counts — Go.  Careful  not  to  sway  forward  on  the 
knee  bending. 

LUNGE.  Hips — Firm — Lunge  sideways  and  fling  arms  to  shoulder 
height — One — Two. 

TRUNK.  (1)  Arms  sideways — Raise — Feet — Close — Right  foot  for- 
ward— Place — Trunk  forward — Bend — Turn  hands — One — Two. 

TRUNK.  (2)  Left  hip — Firm — Right  arm  sideways — Raise — Side 
bending  and  stretching — One — Bend  the  trunk  sideways  to  the  right  and 
touch  the  floor  with  the  right  hand,  bending  the  right  knee — Two — Rise 
to  an  upright  position  and  stretch  the  right  arm  upward,  looking  up- 
ward— Three — Change  arms — Four — Bend  to  left  side  and  touch  the  left 
hand  to  the  floor,  bending  the  left  knee — Five — Rise  and  stretch  the  left 
arm  upward — Six — Change  arms. 

PRECIPITANT.  Hips — Firm — Right  leg  forward — Raise — Cut  step  for- 
ward and  backward,  twelve  counts — Go — (See  7B  Lesson  3). 

BREATHING.  Arms  sideways — Raise — Turn  hands — One — Two.  Turn 
palms  forward  upward. 

LESSON  7. 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER,  LEG,  ARM.  Place  right  foot  sideways,  and  fling  arms  sideways, 
followed  by  heel  raising,  in  series  sixteen  counts — Go — on  one — Place 
right  foot  to  side  and  raise  arms  to  side — On  two — Raise  heels — On 
three — Sink  heels — On  four — Return  foot  and  hands  to  position — Con- 
tinue with  alternate  feet  to  sixteen  counts.  For  explanation  of  rhythm 
see  general  instructions. 

HEAD,  ARM.  With  palms  up  raise  arms  sideways  and  right  foot  for- 
ward— Place — Raise  arms  upward  and  twist  head  alternately  R  and  L 
— One — Two — Three — Four.  Deep  breathing. 


165 

TRUNK.  (1)  Head — Firm — Feet — Close — Bend  trunk  forward — One 
— Two. 

TRUNK.  (2)  Arms  sideways — Eaise — On  right  knee — Kneel — Bend  to 
right — One — Two. 

LUNGE.  Hips — Firm — Lunge  sideways  to  right  and  left — One — Two — 
Three — Four — (See  6A  Lesson  6). 

PRECIPITANT.  Arms  sideways  and  right  leg  forward — Raise — Cut  step 
forward  and  backward,  clap  hands  over  head  on  odd  counts  and  return 
to  shoulder  height  on  even,  ten  counts — Go. 

BREATHING.  Raise  arms  forward  upward  and  sink  sideways  down- 
ward with  deep  breathing — One — Two. 

LESSON   8. 

All  exercises  written  for  K  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.  Right  foot  one  step  forward  and  touch  step  forward,  four 
counts — Go.  Be  careful  to  keep  heel  high  from  floor  in  the  touch. 

HEAD,  LEG,  ARM.  Raise  arms  sideways  and  place  R  foot  sideways  fol- 
lowed by  raising  heels  and  twisting  head,  sixteen  counts  in  series — Go. 

TRUNK.  (1)  Shoulders — Firm — Feet — Close — (See  3B  Lesson  5 — 
Order) — Bend  trunk  forward — One — Two. 

TRUNK.  (2)  Left  hip — Firm — Right  arm  sideways — Raise — Side- 
bending  and  stretching — One — Two — Three — Four — Five — Six. 

LUNGE.  Chest — Firm — With  palms  up,  fling  arms  sideways  and  lunge 
forward — One— Two. 

PRECIPITANT.  (1)  Hips — Firm — Jump  in  place  with  a  turn  of  180° 
—One — Two — Three. 

PRECIPITANT.  (2)  Practice  in  marching  and  running  up  and  down 
aisles. 

BREATHING.     West  Point  breathing — One — Two. 
/ 

LESSON  9. 

All  exercises  written  for  K  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER,  LEG,  ARM.  Circle  arms  and  place  right  foot  forward,  with 
heel  raising  in  series,  sixteen  counts — Go — '(See  6B  Lesson  7). 

HEAD.  Shoulders — Firm — Bend  head  backward — One — Two.  Deep 
breathing. 

ARM,  LEG.  Shoulders — Firm — Right  foot  backward — Place — Stretch 
arms  sideways  and  raise  heels — One — Two. 

TRUNK.  (1)  Hips — Firm — Right  knee — Kneel — Bend  trunk  to  right 
— One — Two. 


166 

TRUNK  (2)  Chest — Firm — Trunk  forward — Bend — Fling  arms  side- 
?,  six  counts — Go. 

PRECIPITANT.  (1)  Hips— Firm— Right  or  left— Face— Right  leg  side- 
ways— Raise — Cut  step  sideways,  twelve  counts — Go. 

PRECIPITANT.  (2)  Hips— Firm— Right  leg  forward^-H&ise—Cut  step 
forward  and  backward,  twelve  counts — Go. 

BREATHING.     Raise  arms  sideways  with  deep  breathing — One — Two. 


SEVENTH  GEADE 

FIRST    HALF    YEAR 

EHYTHMIC  PLAYS 

VIRGINIA  REEL 

(Music,  "Money  Musk"  or  any  old-fashioned  lively  tune). 

Pupils  in  two  lines,  several  feet  apart.  If  there  are  more  than  twelve, 
have  two  or  more  sets.  One  end  of  set  is  called  the  head,  the  other  the 
foot. 

Head 
1  2 
1  2 
1  2 
1  2 
1  2 
1  2 
Foot 

Fig.  1.  Head  No.  1  and  foot  No.  2  go  toward  each  other  and  back  to 
places,  then  head  No.  2  and  foot  No.  1.  Note:  In  figures  2,  3,  4  and  5, 
the  head  and  foot  couples  work  diagonally  as  described  in  figure  1. 

Fig.  2.  Head  No.  1  and  foot  No.  2  join  R  hands,  turn  and  return  to 
places.  Opposite  ends  same. 

Fig.  3.     Join  L  hands,  turn  and  return  to  places. 

Fig.  4.     Turn  with  both  hands  joined. 

Fig.  5.     Back  around  each  other,   "do-si-do." 

Fig.  6.  "Cast  off".  Head  couple  join  R  hands  and  turn  half  way 
around,  No.  1  joining  L  hand  -with  the  second  No.  2  and  No.  2  with 
the  second  No.  1.  Continue  down  the  set,  head  couple  swinging  with 
the  R  hand  after  each  time  of  swinging  one  in  the  line.  When  foot  of 
set  is  reached,  head  couple  join  both  hands  and  skip  sidewise  to  head  of 
set. 

Fig.  7.  Countermarch.  Each  line  marches  with  No.  1  and  No.  2  of 
head  couple  leading,  outside  of  set  and  down  to  foot,  where  head  couple 
form  an  arch  with  both  hands  and  all  others  pass  under.  This  brings 
the  second  couple  at  head  and  leaves  head  couple  at  foot.  Continue  if  de- 
sired until  all  couples  have  been  head  couples. 


167 

THE  OSTEND 

(Music,  "The  Ostend") 

Formation:    In  couples  in  big  circle.     (Both  start  with  R  foot). 

1.  (Hands  crossed  "skating  position.")     Cross  step  R,  cross  step  L. 

Four  step-hops,  R,  L,  R.  L.     Cross  step  R — (Step  R  to  R  side, 
step  L  behind  R,  step  R  to  R  side,  hop  on  R  and  raise  L). 

2.  (Hands  at  waist;  facing  partner).     Cross  step  R   (moving  away 

from  partner).    Cross  step  L  (moving  back  to  place).    R  hands 
joined  (high).    Four  step-hops,  R,  L,  R,  L  (moving  around  big 
circle  to  L).    Finish  in  original  position. 
Repeat  from  beginning. 

HARVEST  FESTIVAL 

(For  girls  of  fifth  or  sixth  grades). 

Costumes:  Yellow  dresses  with  deeply  fringed  sleeves  and  deeply 
fringed  green  collars.  High  peak  caps  with  tassels  at  their 
tops. 

Music,  Waltz  time — 1  count  to  1  measure. 

Formation:.  Any  number  of  four  in  lines,  facing  front. 

I. 

Raise  arms  diagonally  sideward  upward     (1)     Lower  arms  (2). 
Raise  arms  sideward  shoulder  high  (3)     Lower  arms  (4). 
Raise  arms  diagonally  sideward  upward  (5)     Lower  arms  (6). 
Raise  arms  sideward  and  overhead  until  backs  of  hands  touch  (7). 

Lower  arms  (8). 
Repeat   (7-8)   for  (  9-10). 
Repeat  (5-6)  for  (11-12). 
Repeat  (34)  for   (13-14). 
Repeat   (1-2)  for   (15-16). 

II. 

Touch  R  toe  sideward,  bend  trunk  and  head  to  R,  curve  R  arm  in 
front  of  waist,  curve  L  arm  overhead  (1).  Position  (2).  Alternate  R 
and  L  through  16  counts. 

III. 

Bend  head  forward  on  (1)  and  backward  on  (2)  alternately  through 
8  counts. 

Bend  head  sideward  to  R  and  L  alternately  (9-16). 

IV. 

Twist  body  slightly  to  R,  swing  both  arms  around  to  R  and  backward 
as  far  as  possible  close  to  body  (1).  Same  to  L  (2). 

Repeat  through  6  more  counts,  gradually  increasing  body  twist  and 
raising  arms  until  on  count  8  they  are  shoulder  high. 


108 

Repeat  through  counts  (9-16)  gradually  decreasing  body  twist  and 
lowering  arms  until  on  count  (16)  they  are  at  sides. 

V. 

Touch  R  toe  backward,  swing  arms  backward  and  outward  to  over- 
head with  hands  drooping,  palms  down,  at  same  time  bend  trunk  and 
head  forward  (1). 

Position  (2). 

Alternate  R  and  L  through  16  counts. 

VI. 

Eun  into  groups  of  four  during  2  measures  of  waltz  music  taking  3 
steps  to  each  measure  (1-2). 

Stand  in  groups  with  heads  close  together  (like  shocks  of  corn  stalks) 
and  repeat  exercises  3-14  of  Fig.  1. 

With  six-  steps  run  back  to  places  in  lines  (15-16). 

Kepeat  entire  drill  but  on  last  two  counts  of  Fig.  VI  stand  quietly 
without  moving,  like  corn  stalks  when  the  wind  has  gone  down. 


SEVENTH  GRADE 

FIRST    HALF   YEAR 

MISCELLANEOUS  PLAYS  AND  GAMES 

FISHERMAN 

(Tag  Game).  Played  like  "London  Loo",  (Sixth  Grade,  Second  Half 
Year),  except  that  the  line  of  four  or  more  catchers  must  encircle  the 
players  as  in  a  net,  one  enclosed  being  captured  as  soon  as  the  circle 
is  completed  by  the  end  players  clasping  hands  and  forming  a  closed 
circle.  The  call  is  "Swim,  fishes,  swim." 

PROGRESSIVE   DODGE  BALL 

Draw  two  lines  on  floor  as  in  "Black  Tom,"  dividing  the  space  into 
three  equal  parts.  Players  in  three  teams,  occupying  the  three  spaces. 
Name  these  teams  Red,  White  and  Blue,  and  make  a  score  board  on 
blackboard  writh  the  three  headings.  When  the  game  is  played  between 
boys  alone  or  girls  alone,  a  basket  ball  or  indoor  base  ball  may  be  used. 
When  it  is  a  mixed  class  a  volley  ball  or  other  light  ball  should  be  used 
to  prevent  injury.  The  game  is  played  in  three  divisions  of  3  to  10  min- 
utes each.  Scores  are  made  by  hitting  players  of  another  team  with  the 
ball.  It  does  not  count  to  be  hit  after  the  ball  has  hit  the  floor.  The  um- 
pire calls  a  score  for  the  team  hit  every  time  the  ball  hits  a  player  before 
striking  the  floor,  as  "Red",  "White"',  "Red,"  "Blue",  etc.  As  soon  as 
the  ball  strikes  the  floor  or  a  player,  the  players  in  that  section  should 


169 

try  to  get  it  before  it  rolls  to  another  section  of  the  floor,  and  throw  at 
opponents.  It  is  allowable  to  run  up  to  the  boundary  line  to  throw  but 
not  to  step  over  it.  Players  not  having  the  ball  may  run  to  far  side  of 
their  space  and  dodge  in  any  way  they  please  to  escape  being  hit.  When 
the  first  division  of  the  time  is  up,  the  middle  team  changes  places 
with  one  of  end  teams,  and  at  the  end  of  the  second  division  this  second 
middle  team  changes  with  the  other  end  team,  so  that  each  plays  in 
the  middle  for  one  period.  When  these  changes  occur  the  umpire  must 
keep  the  names  of  the  teams  clearly  in  mind  and  not  make  mistakes  in 
calling  the  score.  The  team  having  the  lowest  score  at  the  end  of  the 
third  period  wins. 

This  game  is  sometimes  played  under  the  rule  that  a  player  hit  must 
leave  the  floor,  but  such  a  rule  is  always  objectionable,  as  it  keeps  out  of 
play  those  who  need  it  most. 

JAPANESE   TAG 

Players  scattered  about.  One  who  is  "It"  tries  to  tag  someone.  The 
one  tagged  must  place  his  hand  on  the  spot  where  he  was  tagged  and  in 
this  position  try  to  tag  someone  else.  Continue  in  same  manner. 

BOWLING 

(Contest).  Stand  one,  three  or  six  Indian  clubs,  erasers  or  sticks 
sawed  from  a  curtain  pole  in  a  triangular  pattern,  which  can  best  be  kept 
uniform  by  making  marks  on  the  floor  with  chalk.  15-20  feet  away  mark 
a  place  for  the  bowler  to  stand.  The  apex  of  the  group  of  clubs  should 
be  toward  the  bowler,  as  in  ten-pins.  Players  bowl  in  turn  one  ball  at 
the  clubs,  and  the  number  knocked  down  is  scored  to  their  credit.  Have 
as  many  alleys  as  space  permits,  one  for  each  aisle  if  possible.  Players 
who  have  bowled  must  hasten  to  set  up  clubs  to  save  delay  and  make  it 
possible  to  have  another  turn. 

Opposing  groups  may  bowl  in  alternation  and  keep  only  the  score  for 
the  group.  Tennis  balls  or  other  rubber  balls  may  be  used. 

VOLLEY  BALL 

Mark  out  a  court  about  25  by  50  feet.  Stretch  a  tennis  or  volley  ball 
net  across  the  court  at  its  middle,  the  top  of  the  net  seven  feet  high  in 
the  center.  Players  in  two  equal  groups  placed  on  opposite  sides  of  the 
net.  The  light  volley  ball  is  used,  and  the  object  is  to  bat  it  over  the 
net  with  open  hands.  One  or  both  hands  may  be  used.  One  player 
starts  the  game  by  "serving."  To  do  this  he  stands  with  one  foot  on  the 
rear  line  of  the  court,  tosses  the  ball  up,  and  then  bats  it  upward  and 
towards  the  net.  The  other  players  watch  the  ball,  and  if  one  of  them 
can  help  the  ball  over  by  batting  it  he  may  do  so,  but  no  player  can  bat 
it  twice  in  succession.  If  the  ball  goes  over  the  net  without  touching 
it  must  be  batted  back  by  the  opponents.  The  ball  is  in  play  as  long  as 
it  is  batted  back  and  forth  across  the  net;  as  soon  as  one  side  fails  to 
return  it,  whether  by  letting  it  fall  to  the  ground,  batting  it  in  the  net, 
or  batting  it  outside  the  court,  it  is  out  of  play  and  must  be  started 
again  by  serving.  The  side  failing  to  return  the  ball  at  any  time  when  it 


170 

is  in  play  is  said  to  ''lose  a  point."  If  the  side  that  served  loses  a  point, 
they  lose  the  right  to  serve,  the  ball  going  to  the  opponents.  If  the 
other  side  loses  (serving  side  winning)  it  counts  one  score  for  the  serv- 
ing side.  Only  the  serving  side  can  make  scores;  the  other  side  tries  to 
win  the  point  and  thus  earn  the  right  to  serve.  Fifteen  scores  make  a 
game,  unless  it  is  fourteen  all;  in  that  case  one  side  must  get  two  more 
scores  than  the  other  to  win.  See  reference  25  b. 


SEVENTH;  GKADE 

SECOND    HALF    YEAR    (7A) 

Nine  gymnastic  lessons  are  given  for  one-half  year's  work,  conse- 
quently a  new  lesson  should  be  started  every  two  weeks.  During  two 
weeks'  time,  the  physical  training  period  for  five  days  should  be  given 
to  exercises  and  the  other  five  divided  between  games  and  folk  dances. 
Substitute  athletics  for  boys  while  girls  are  having  folk  dancing. 

LESSON  1. 

All  exercises  written  for  K  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  STANDING  POSITION  See  General  Instructions 

BEST  SITTING  POSITION 

ORDER.     Right — Face.     Eeview  facings  in  all  directions. 

ORDER.  Right  foot  forward — Place — Eeturn — >Two.  Review  foot  plac- 
ing in  all  directions. 

HEAD.  Shoulders — Firm — Bend  head  backward — One — Two.  Deep 
breathing. 

LEG.     Hips— "Firm — Bend  knees — One — Two. 

LEG.  Head  firm  and  heels — Out — Raise  heels  twelve  counts — Go.  Take 
care  to  do  this  slowly  and  high  and  to  come  down  softly. 

ARM.  Quick  changes  between  Hips — Firm — Chest — Firm — Head — 
Firm — Shoulders — Firm. 

TRUNK.  (1)  Head  firm  and  feet  apart — Jump — Bend  'trunk  forward 
— One — Two.  Stand  at  side  and  back  of  room  to  see  if  backs  are  straight. 

TRUNK.  (2)  Chest — Firm — Twist  trunk  to  right — One — Forward- 
Two — To  left — Three — Forward — Four. 

PRECIPITANT.     (1)     Hips — Firm — Jump    in    place — One — Two — Three. 

PRECIPITANT.  (2)  Hips — Firm — Jump  in  place  with  a  turn  of  90° 
—One — Two — Three . 

BREATHING.     West  Point  breathing — One — Two. 


171 

LESSON   2. 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.  Hips — Firm — Right  touch  step  forward — One — Two.  Eeview 
touch  steps  in  different  directions,  being  careful  to  have  heels  high  from 
the  floor. 

ORDER.  One  step  forward — March.  Review  one  step  in  different  direc- 
tions. 

HEAD,  ARM.  Raise  arms  sideways  and  twist  head — One — Two.  Deep 
breathing. 

LEG.  Hips — Firm — Right  knee  upward — Bend — Alternate  knee  bend- 
ing upward,  twelve  counts — Go.  Knee  as  high  as  hip  for  boys,  not  so 
high  for  girls,  toe  pointed  down,  taken  in  marching  rhythm. 

TRUNK.  Shoulders  firm  and  feet — Close — Trunk  forward — Bend — 
Quick  changes  between — Head — "Fiim—Hips — Firm — Shoulders — Firm. 

LUNGE.  Hips  firm  and  lunge  forward— One — Two.  (See  6B  Lesson 
6.) 

PRECIPITANT.  (1)  Hips — Firm — Jump  with  a  turn  of  180°  and  re- 
turn— Go. 

PRECIPITANT.  (2)  Hips — Firm — Right  leg  forward — Raise — Cut  step 
forward  and  backward,  twelve  counts — Go — (See  7B  Lesson  3). 

BREATHING.  Arms  sideways — Raise — Turn  hands — One — Two.  Turn 
palms  forward  upward. 

LESSON  3. 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.  (1)  Mark  time — March — Class — Halt — Class  forward — 
March — Class  backward — March — Class — Halt — (See  4B  Lesson  4  and  5). 

ORDER.  (2)  Right  face  and  one  step  forward — March.  Vary  direc- 
tions of  facing  and  steps. 

HEAD.  Chest  firm  and  feet  apart — Jump — Trunk  to  right — Twist — 
Bend  head  to  right — One — Two.  Deep  breathing. 

ARM.  Stretch  arms,  upward,  backward  and  downward — One — Two — 
Three — Four — Five — Six — Seven — Eight.  Shoulders  firm  on  odd  counts. 

TRUNK.  Left  hip  firm  and  right  arm  sideways — Raise — Side  bending 
and  stretching — One — Two — Three — Four — Five — Six — (See  6A  Lesson 

7). 

LUNGE.  Shoulders — Firm — Stretch  arms  sideways  and  lunge  to  right 
—One— Two.  (See  6B  Lesson  7.) 

PRECIPITANT.  (1)  Hips — Firm — Jump  with  turn  of  90°  Und  return 
—Go. 

PRECIPITANT.  (2)  Right  or  left — Face — Right  leg  sideways — Raise — 
Cut  step  sideways,  twelve  counts — Go. 


172 

BREATHING.  Raise  arms  forward  upward  and  sink  sideways  down- 
ward— One — Two. 

LESSON  4. 

All  exercises  written  for  K  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.  (1)  Right  face  and  right  touch  step  forward — March — four 
counts.  Vary  directions  of  facing  and  touch  steps. 

ORDER.  (2)  Two  steps  forward  and  right  touch  step  forward — 
March.  Vary  directions. 

HEAD,,  LEG.  Hips  firm  and  on  right  knee — Kneel — Bend  head  back- 
ward— One — Two.  Deep  breathing. 

LEG,  ARM.  Shoulders  firm  and  knees — Bend — Stretch  arms  sideways 
and  upward,  eight  counts — Go.  Take  time  to  complete  each  movement. 

TRUNK.  Best  sitting  position.  Arms  sideways — Raise — Bend  trunk 
to  right — One — Two.  Touch  floor  if  possible  without  raising  feet. 

LUNGE.     Hips  firm  and  lunge  sideways — One — Two. 

PRECIPITANT.  (1)  Hips — Firm — Jump  with  a  turn  of  90°  followed 
by  a  turn  of  180°,  four  counts — Go. 

PRECIPITANT.  (2)  Marching  and  running.  Have  alternate  rows 
about  face — (See  4B  Lesson  7  for  marching;  5B  Lesson  4  for  running). 

BREATHING.  With  palms  up,  arms  sideways — Raise — Raise  arms  up- 
ward— One — Two. 

LESSON  5. 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER,  LEG,  ARM.  Raise  arms  sideways  and  place  R  foot  sideways, 
bend  and  stretch  knees,  in  series  sixteen  counts — Go. 

HEAD.  Chest  firm  and  feet  apart — Jump — Trunk  to  right — Twist — 
Bend  head  to  right — One — Two.  Deep  breathing. 

LEG.  Shoulders  firm  and  place  right  foot  forward — One — Raise  heels 
—Two — Sink  heels — Three — Hands  down  and  replace  foot — Four — Re- 
peat in  series,  sixteen  counts — Go. 

TRUNK.  Raise  arms  sideways  and  on  right  knee — Kneel — Trunk  to 
right — Bend — Raise — Stand — Repeat  on  alternate  knees  in  series,  twelve 
counts — Go. 

LUNGE.  Chest — Firm — With  palms  up,  fling  arms  sideways  and  lunge 
fomvard — One — Two. 

PRECIPITANT.  Hips — Firm — Right  leg  forward — Raise — Cut  step  for- 
ward and  backward  twelve  counts — Go.  (See  7B  Lesson  3). 

BREATHING.     Arms  raise  sideways — One — Two. 


173 

LESSON   6. 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.  Hips — Firm — face  half  right  (45°),  place  foot  forward  and  re- 
turn, twelve  counts — Go — One  and  two,  half  right  face,  on  three,  place 
right  foot  forward;  on  four,  return  foot;  on  five  and  six,  half  left  face. 
Continue  to  twelve  counts. 


Clasp   hands   behind   and   bend   knees   until   fingers   touch   the   floor. 


HEAD.  Shoulders — Firm — Head  to  right — Twist — Bend  head  back- 
ward— One — Two.  Deep  breathing. 

LEG.  (1)  Hips — Firm — Right  knee  upward — Bend — Alternate  knee 
bending  upward,  ten  counts — Go.  (See  4 A  Lesson  5). 

LEG.  (2)  Clasp  hands  back  of  body,  palms  up,  one  hand  under  the 
other,  fingers  pointing  diagonally  backward  in  opposite  direction.  Deep 
knee  bending — One.  Go  down  slowly  as  far  as  possible,  keeping  back 
and  head  erect.  Two — return,  keeping  hands  clasped.  Eepeat  several 
times.  This  exercise  is  to  correct  poor  posture. 

TRUNK,  ARM.     (1)     Raise  arms  backward  and  trunk  forward — Bend 


174 

—Fling  arms  forward-upward — One — Two.  Stand  at  side  or  back  of 
room  to  see  if  backs  are  kept  straight  and  heads  in  right  position. 

TRUNK.  (2)  Head  firm  and  feet — Close — Twist  trunk  to  right  and 
left — One — Two — Three — Four — (See  6 A  Lesson  3). 

LUNGE.  Hips  firm  and  right  forward — Lunge — Bend  trunk  to  right— 
One — Two. 

PRECIPITANT.  Hips — Firm — Right  leg  forward — Raise — Gut  hop  step, 
forward  and  backward,  twelve  counts — Go.  On  one,  cut  left  foot  back- 
ward; on  two,  hop  on  right  foot  and  swing  left  leg  forward;  on  three, 
cut  right  foot  backward;  on  four,  hop  on  left  foot  and  swing  right  leg 
forward.  Same  rhythm  as  all  other  cut  steps.  Keep  toe  about  two 
inches  from  floor. 

BREATHING.     West  Point  breathing — One — Two. 

LESSON  7. 

All  exercises  written  for  K  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER,,  ARM,  LEG.  Arm  circling  (see  3B  Lesson  5)  with  foot  placing 
forward  and  heel  raising,  sixteen  counts — Go — On  one,  place  right  foot 
forward,  with  arm  circling;  on  two,  raise  heels,  on  three,  sink  heels;  on 
four,  hands  and  feet  position.  Continue,  alternating  feet  sixteen  counts. 

LEG.  Chest  firm  and  on  right  knee — Kneel — Stand — Two — Chest  firm 
and  on  left  knee — Three — Stand — Four — Repeat  in  series,  eight  counts — 
Go. 

HEAD,  ARM,  TRUNK.  Feet — Close — Raise  arms  sideways  and  twist 
head  and  trunk  to  right — One — Forward — Two — To  left — Three — For- 
ward— Four. 

TRUNK.  Best  sitting  position.  Head — Firm — Bend  trunk  to  right- 
One — Two. 

LUNGE.  Hips  firm  and  lunge  sideways,  first  to  right  and  then  to  left, 
in  series,  eight  counts — Go. 

PRECIPITANT.  Hips — Firm — Right — Face — Left  leg  sideioays — Raise — 
Cut  hop  step,  sideways,  twelve  counts — Go.  On  one,  cut  right  foot  to  a 
raised  position  back  of  left  foot,  right  knee  bent  and  pointing  sideways 
to  right;  on  two,  hop  on  left  foot  and  raise  right  to  side;  on  three,  cut 
left  to  raised  position  back  of  right;  on  four,  hop  on  right  and  raise 
left  to  side.  Keep  toe  about  two  inches  from  floor. 

BREATHING.     Hips — Firm.     Deep  breathing. 

LESSON  8. 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

LEG,  ARM.  Shoulders  firm  and  right  foot  forward — Place — Stretch 
arms  upward  and  heels — Eaise — Arm  parting  (to  shoulder  level)  and 
knee  bending — One — Two. 


175 

ARM,  TRUNK.  Right  foot  sideways — Place — Fling  arms  forward-up- 
ward and  twist  trunk  to  right — One — Forward  and  arms  down — Two — 
Same  to  left — Three — Forward — Four. 

LUNGE.  Hips — Firm — Lunge  forward,  first  with  right  foot  and  then 
with  left,  eight  counts — Go. 

TRUNK.  Left  hip — Firm — Right  arm  sideways — Raise — Side  bending 
and  stretching — One — Two — Three — Four — Five — Six — (See  6A  Lesson 
7). 

PRECIPITANT.  (1)  Hips — Firm — Jump  in  place  with  turn  of  180°  and 
return — One — Two — Three — Four. 

PRECIPITANT.  (2)  Hips  firm  and  right  leg  forward — Raise — Cut  hop 
step  forward  and  backward,  twelve  counts — Go. 

BREATHING.     West  Point  breathing — One — Two. 

LESSON  9. 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sicies. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

HEAD,  ARM,  LEG.  Heels — Out — Raise  arms  sideways,  bend  knees  and 
twist  head  to  right  and  left,  four  counts — Go. 

LEG.  Clasp  hands  back  of  body — Deep  knee  bending  and  stretching — 
One — Two. 

TRUNK.  (1)  Shoulders  firm  and  feet — Close — Trunk  forward — Bend 
Quick  changes  between — Head — Firm — Hips — Firm — Shoulders — Firm. 

TRUNK.  (2)  On  right  knee — Kneel — Circle  arms  (See  3B  Lesson 
5)  and  bend  trunk  to  right — One — Two. 

LUNGE.  Hips  firm  and  lunge  sideways,  first  to  right  and  then  to  left, 
in  series,  eight  counts — Go. 

PRECIPITANT.  (1)  Right  or  left — Face — Right  leg  sideways — Raise 
— Cut  hop  step  sideways,  twelve  counts — Go. 

PRECIPITANT.  (2)  Hips — Firm — Jump  ivith  a  turn  of  90°  and 
180° — Go.  Keep  steady  rhythm  of  four  counts. 

BREATHING.  Raise  arms  forward  upward  and  sink  sideways  down- 
ward— One — Two. 


176 
SEVENTH  GRADE 

SECOND  HALF  YEAR 

RHYTHMIC  PLAYS 

REAP    THE   FLAX 

Swedish 


3 


3 


rrJ,J'^ 


^3 


2 


^ 


^ 


/A 


^ 


Formation:     Five  in  each  line.     All  face  front,  hands  on  hips. 

FIGURE  1. 

A.  Measure  1.    All  bend  forward  down  to  left. 
Measure  2.    Reap  the  flax  by  rising. 

Measure  3.     Throw  it  to  the  right  side. 

Measure  4.     Back  in  starting  position,  hands  on  hips. 

Measures  5-8.     Repeat. 

B.  Measures  9-16.     All  turn  left.     The  leaders'  hands  on  hips,  the 

others  put  their  hands  on  shoulders  of  those  standing  before, 
and  turning  to  right  run  in  circles  back  to  starting  places. 

FIGURE  2. 

A.  Measure  1.    All  bend  forward  down  to  right  and  rise. 
Measure  2.    Put  the  flax  around  the  hackle. 

Measure  3.     Draw  it  from  the  hackle. 
Measure  4.     Back  in  starting  position. 
Measures  5-8.    Repeat. 

B.  Measures  9-16.    Same  as  Figure  1,  B. 

FIGURE  3. 

A.  Measure  1-4.  Numbers  one  and  four  take  a  short  step  turning  to 
numbers  two  and  three,  and  taking  right  hands,  thumb  grasp, 
for  a  spinning  wheel.  The  leaders  (numbers  five)  face  the 
wheel,  and  with  left  feet  tread  the  wheel.  The  wheel  with  run- 
ning steps  moves  to  left. 


177 

Measures  5-8.    All  take  left  hands,  thumb  grasp,  and  the  wheel  moves 

to  right. 
B.     Measures  9-16.     Same  as  Figure  1,  B. 

FIGURE  4. 

A.  Measures  1-8.    Numbers  one,  two  three  and  four  take  right  hands, 

thumb  grasps,  and  the  leaders  run  as  shuttles. 

B.  Measures  9-16.     Same  as  Figure  1,  B. 

FIGURE  5. 

A.  Measures  1-4.    The  lines  march  up  to  left  side  of  their  leaders  and 

form  a  large  ring,  moving  to  left. 
Measures  5-8.     Same,  moving  to  right. 

B.  Measures  9-16.     The  leader  of  the  first  line  puts  hands  on  hips. 

All  the  others  put  their  hands  on  shoulders  of  those  standing 
before,  forming  one  line. 
Music  is  repeated  until  all  are  back  to  their  places. 

DAINTY  STEP 

(Music,  any  good  two-step). 

In  couples. 

1.  Point  outside  foot  forward,  (1)  to  side,  (2)  touch  foot  across  be- 

hind, (3)  and  turn  away  from  partner  three-quarters  of  the  way 
around  facing  partner   (4). 

2.  Step  and  bend  toward  front  of  room,   (1,  2).     Step  and  bend  to- 

ward back  of  room  (3,  4). 

3.  Four  slides  forward,  (1-4). 

4.  Three  walking  steps  forward  and  point  outside  foot   (1-4). 


SEVENTH  GRADE 

SECOND    HALF   YEAR 

MISCELLANEOUS  PLAYS  AND  GAMES 

BLACK  AND  WHITE 

(Tag  Game).  Players  in  two  teams  of  equal  numbers  and  named 
black  and  white.  Draw  a  line  across  the  middle  of  the  playing  space 
and  have  all  the  players  stand  with  one  toe  at  this  line,  ready  to  jump 
either  forward  or  back  as  occasion  demands,  blacks  on  one  side  and 
whites  on  the  other  side  of  the  line.  A  disk  or  coin  is  tossed  into  the 
air  by  the  teacher  or  leader,  one  side  of  the  disk  having  been  decided 
upon  as  belonging  to  the  black  side  and  the  other  to  the  white  side. 
When  the  disk  falls  the  leader  looks  at  it  and  calls  "Black"  or  "White," 
according  to  the  side  that  is  up.  The  team  whose  side  falls  uppermost 
23 


178 

may  tag  their  opponents,  who  must  get  away  as  quickly  as  possible,  to 
escape  capture.  There  should  be  a  line  drawn  ten  feet  away  from  the 
center  line  on  each  side  as  a  safety  line,  and  no  one  can  be  caught  be- 
yond this  line.  Those  who  are  tagged  must  come  over  the  line  and  join 
the  opponents.  Then  all  come  up  to  the  line  as  at  first  and  the  game 
begins  again  with  a  toss  of  the  disk.  The  side  that  gets  all  the  oppo- 
nents or  that  is  most  numerous  when  time  is  up  is  the  winner. 

END   BALL 

Use  the  NeWcomb  court  without  the  rope.  Draw  a  line  across  the 
center  and  another  about  four  feet  from  each  end  line.  Players  in  two 
teams  of  equal  numbers,  each  with  a  captain.  The  captain  of  each  team 
chooses  one-third  of  his  players  as  "catchers,"  and  places  them  in  the 
small  space  next  to  the  end  of  the  court  and  back  of  the  opposing 
"guards."  Two-thirds  of  the  players  are  "guards"  or  "throwers."  For 
example,  beginning  at  the  south  end  of  the  court  we  will  place  the 
catchers  of  team  A ;  between  them  and  the  center  line  will  be  placed  the 
throwers  of  team  B ;  then  across  the  center  line  the  throwers  of  team  A ; 
and  finally  at  the  north  end  the  catchers  of  team  B.  Scores  are  made 
by  having  the  throwers  or  guards,  as  they  are  called  interchangeably, 
throw  the  ball  over  the  heads  of  the  opposing  guards  so  that  it  can  be 
caught  by  your  own  catchers.  The  umpire  calls  a  score  for  each  suc- 
cessful catch  made  in  this  way.  If  the  catchers  get  the  ball,  whether 
they  catch  it  or  not,  they  throw  it  back  to  their  own  guards  so  that 
another  try  can  be  made.  No  score  is  counted  on  the  return,  even  if  the 
guards  catch  it.  As  long  as  a  side  can  throw  accurately  enough  to  keep 
the  ball  from  the  opposing  team  they  can  continue  these  trials  for  a 
score.  Whenever  any  opponent  gets  the  ball  it  is  handled  by  that  side 
in  the  same  manner.  Stepping  over  the  line  is  a  foul,  and  this  forfeits 
the  ball  if  made  by  the  side  having  it,  or  gives  a  score  if  made  by  the  side 
which  has  not  the  ball.  It  is  also  a  foul  to  advance  with  ball.  Teams 
change  sides  after  half  the  time  has  been  played.  See  reference  3,  Ap- 
pendix. 

PRISON  BASE 

(Tag  Game).  Two  bases  of  considerable  size  should  be  marked  out 
and  two  prisons.  Two  teams  of  equal  numbers  occupy  the  bases.  The 
object  of  the  game  is  to  make  prisoners  of  the  opponents.  The  special 
rule  of  play  is  that  any  player  can  tag  and  thus  capture  any  player 
of  the  opposing  side  who  left  his  base  earlier;  that  is,  the  player 
who  has  been  away  from  his  base  longest  can  be  tagged  by  any 
opponent  who  has  not  been  away  so  long.  The  only  ways  to  escape 
being  tagged  are  to  run  so  fast  that  no  opponent  can  catch  you  or  to  go 
back  to  your  base.  When  one  is  tagged,  the  tagger  can  take  his  prisoner 
to  prison  without  being  captured.  If  a  player  of  the  same  side  as  a 
prisoner  can  tag  him  before  being  tagged  by  the  opponents,  he  may  take 
him  home  without  being  captured.  The  success  of  this  game  depends 
much  on  the  size  of  bases  and  prisons  and  their  location  and  distance 
apart.  Some  authors  give  diagrams  of  four  or  five  different  types  of  the 
game.  See  reference  3. 


179 


ATHLETICS  AND  MIMETIC  EXERCISES  FOR  SEVENTH  AND 
EIGHTH  GRADE  BOYS 

The  following  exercises  are  also  well  adapted  for  class  use  in  the  high 
school. 

The  boys  of  these  two  grades  may  well  be  handled  by  the  teacher  of 
one  grade,  while  the  teacher  of  the  other  grade  takes  charge  of  the  girls. 
In  this  case  the  teacher  in  charge  of  the  boys  should  choose  one  of  the 
best  boy  athletes  as  leader  in  the  mimetic  exercises  which  require  a 
leader.  When  the  exercises  are  given  in  the  gymnasium,  however,  away 
from  the  teacher's  influence,  some  older  boy  or  young  man  must  be  in 
charge  as  class  leader.  The  gymnasium  director  can  usually  supply  such 
a  leader. 

BASEBALL 

Every  boy  must  acquire  correct  form  in  baseball  if  he  is  to  become  of 
much  use  to  a  good  team.  The  baseball  season  in  Michigan  opens  late. 
There  is  little  time  after  the  players  once  get  outdoors  to  coach  either 
men  or  boys  to  good  form.  The  following  class  exercises  are  designed 
to  give  this  coaching  to  a  large  number  of  boys  during  the  winter 
months.  Every  motion  is  a  part  of  the  real  game.  Every  coordination 
established  indoors  can  be  used  without  change  later  on  the  baseball 
field. 

I     EXERCISES  FOR  ACQUISITION  OP  FORM 
How  to  Catch  a  Ball. 

A  ball  that  comes  to  a  catcher  as  high  or  higher  than  the 
breast  should  be  caught  by  the  hands  in  the  following  position. 
Turn  the  hands  so  that  the  thumbs  are  on  the  inside  with  the 
fingers  pointing  upward.  For  lower  balls,  place  the  little 
fingers  together,  all  fingers  pointing  toward  the  ground. 

How  to  Throw  a  Ball. 

Grasp  the  ball  between  the  thumb  and  first  two  fingers,  draw 
back  the  arm,  bending  it  slightly  at  the  elbow,  then  throw  it 
forward  letting  the  ball  leave  the  hand  at  the  end  of  the  move- 
ment. As  the  arm  starts  forward,  step  forward  with  the  oppo- 
site foot,  carrying  the  body  slightly  in  the  same  direction. 

Mimetic  Class  Exercises  for  the  Class  Room  or  Gymnasium 
(1)     Catching  Form 

Place  the  boys  in  lines  in  front  of  a  leader.  Leader  goes 
through  the  motions  of  delivering  a  ball  for  them  to  catch,  call- 
ing out  where  he  wishes  them  to  catch  it,  as  follows : 

a.  Above  the  head. 

b.  Before  the  head. 


180 

c.  At  the  right  of  the  head. 

d.  At  the  left  of  the  head. 

e.  Before  the  breast. 

f.  At  the  knees. 

g.  At  the  right  of  the  knees, 
h.  At  the  left  of  the  knees. 

i.      At  the  ankles. 

j.     At  the  right  of  the  ankles. 

k.     At  the  left  of  the  ankles. 

1.     High  above  the  head  with  jump. 

The  catch  by  each  member  of  the  class  must  sharply  follow 
the  motion  of  the  throw  by  the  leader. 

As  a  variation,  the  leader  may  indicate  by  the  left  hand  where 
he  expects  each  boy  to  receive  the  ball. 

(2)  Throwing  Form 

Keep  class  in  same  position  as  for  catching  and  send  them 
through  the  following  motions: 

a.  Throw  with  the  arm  extended  up  over  head  and  with  the 
hand  swinging  upward. 

b.  Throw  swinging  the  arm  sidewise. 

c.  Throw  with  the  hand  and  arm  below  the  shoulder,  and 
with  the  hand  swinging  downward. 

As  the  arm  is  drawn  backward  for  these  motions,  bend  the 
body  backward,  turning  it  toward  the  side  of  the  arm  which  is 
being  drawn  back,  raise  the  opposite  foot  from  the  ground,  step 
forward,  and  at  the  same  time  throw  the  arm  and  body  forward. 

(3)  Combine  (1}  and  (2) 

Boys  should  time  catch  and  return  throw  so  as  to  keep  ap- 
proximately together. 

A  demonstration  with  a  real  baseball  in  which  the  leader  and 
one  of  the  boys  engage  in  (1),  (2),  and  (3)  will  help  show  form 
and  time  the  movement. 

After  some  skill  is  acquired,  and  when  given  in  the  gymna- 
sium, the  class  exercise  may  be  made  very  real  by  a  careful 
leader  who,  after  indicating  with  the  voice  or  hand  where  each 
of  the  class  is  to  receive  the  ball,  actually  delivers  the  ball  to 
one  of  the  class  to  the  spot  indicated,  no  member  of  the  class 
knowing  beforehand  which  one  is  to  receive  it.  The  return 
throw  of  the  ball  will  then  time  the  pantomimic  throw  for  the 
whole  class. 

(4)  Touching  Runner 

Place  the  boys  in  lines  in  front  of  a  leader.  Leader  goes 
through  the  motion  of  throwing  a  ball  at  them.  They  all  go 
through  the  motion  of  catching  the  ball  and  touching  the 
ground  with  it,  on  the  left  side,  in  front  and  on  the  right  side. 
After  touching  the  ground,  each  boy  goes  through  the  motion  of 
returning  the  throw  to  the  leader. 


181 

TT.     INDOOR  CLASS  COACHING  FOR  GYMNASIUM 

(1)  Actual  Throwing  and  Catching 

Material:     A-  baseball. 

Place  the  boys  in  two  lines  facing  each  other  at  least  50  feet 
apart.  First  boy  in  line  number  one  throws  the  ball  to  the 
boy  opposite  him  in  line  number  two  and  he  returns  it  to  boy 
number  two  in  line  number  one,  and  so  on. 

Make  the  throw  accurate  and  be  sure  to  catch  the  ball  cor- 
rectly. If  the  class  is  large,  divide  the  boys  into  several  squads 
and  set  several  baseballs  going. 

(2)  Sliding  Bases 

Material:  Mats  arranged  to  form  eight  ft.  square.  A  grain  bag 
filled  with  hay. 

Place  boys  in  single  file.  First  boy  slides,  then  the  second 
and  so  on  down  the  line,  each  boy  trying  to  slide  better  than 
those  preceding  him.  Leader  takes  place  of  baseman  at  the 
base  which  is  placed  on  the  mats. 

To  make  the  slide,  the  boy  must  run  toward  the  base,  with 
moderate  speed  at  first,  and  when  about  eight  feet  from  the  base, 
throw  his  feet  toward  the  base,  spreading  the  legs  and  throwing 
his  body  away  from  the  baseman.  He  must  slide  to  one  side  or 
other  of  the  base,  according  to  where  the  baseman  stands,  and 
hook  the  base  with  the  toe  which  is  nearest  it.  Do  not  slide 
onto  the  base,  but  keep  body  away  from  it,  only  be  sure  to  have 
the  toe  touching  it. 

(3)  Touching  Runner 

Material:     Same  as  for  (2) 

Have  the  boys  take  turns  as  baseman  and  try  to  touch  out 
the  runner  as  he  slides  into  the  base. 

(4)  Fielding  Practice 

•    (For  protected  gymnasium  only). 
Material:   ball,  bat,  mitts  and  gloves. 

Leader  takes  the  bat  and  goes  to  one  end  of  the  gymnasium. 
Leader  selects  one  of  the  class,  to  act  as  catcher,  and  has  him 
stand  at  his  right  in  the  same  end  of  the  gymnasium.  The  boys 
all  go  to  one  side  of  the  room  at  the  opposite  end  of  the  gym- 
nasium and  stand  in  line.  The  leader  bats  the  ball  on  the  floor 
or  in  the  air  to  the  first  boy  in  line  at  the  other  end.  The  boy 
stops  the  ball  and  throws  it  to  the  catcher  and  then  trots  to 
the  other  side  of  his  end  of  the  gymnasium.  The  catcher  tosses 
the  ball  to  the  batsman,  who  hits  it  to  the  next  boy  in  line,  and 
so  on  until  all  have  crossed  the  room.  The  class  then  returns 
by  the  same  method  to  the  place  from  which  they  started. 

In  order  to  let  each  boy  test  his  own  proficiency  and  to  in- 
crease interest,  this  may  be  varied  occasionally  as  follows: 

The  boy  is  eliminated  from  the  line  and  sits  down  who  makes 
one  of  the  following  errors: 


182 

A  poor  throw. 

Failing  to  stop  or  catch  the  ball  when  properly  batted. 
Failing  to  hold  the  ball  after  stopping  it.     The  last  boy  to 
stay  up  wins. 

III.     OUTDOOR  COACHINO> 
(1)     Keepball 

Material:     A  baseball. 

Divide  the  boys  into  two  sections  equal  in  number.  One 
section  takes  a  ball.  The  members  run  around  and  throw  the 
ball  back  and  forth  to  each  other  trying  to  keep  those  in  the 
other  section  from  gaining  possession  of  it.  When  the  other 
side  does  get  the  ball  they  are  to  try  and  prevent  the  side 
which  first  had  the  ball  from  regaining  it  and  so  on.  Throw 
quickly  and  accurately  and  ahead  of  the  runner. 

(24)  Same  as  (1-3)  under  Indoor  Coaching 

(5)  Fielding  Practice 

Material:    Ball,  bat,  mitts,  gloves  and  bases. 

The  leader  goes  to  the  home  plate  with  a  bat.  A  catcher,  a 
boy  with  a  mitt,  stands  near  the  home  plate  at  one  side  of  the 
leader.  One  boy  goes  to  first  base  with  a  mitt.  The  rest 
spread  out  on  the  field.  The  leader  bats  the  ball  to  the  boys 
in  turn  who  either  catch  or  stop  the  ball  and  then  throw  to 
first  base.  The  first  baseman  throws  the  ball  to  the  catcher 
and  he  to  the  batter  and  so  on. 

(6)  Running  Bases 

Material:     Baseball  diamond  with  bases,  a  watch. 

Start  a  boy  at  home  base  and  send  him  around  the  bases 
touching  each  one  in  turn. 

The  one  who  does  this  in  the  shortest  time  wins. 
Have  the  boy  touch  each  base  with  his  left  foot. 
Use  the  second  hand  in  timing. 
A  stop  watch  gives  the  time  more  accurately. 

(7)  Batting  Practice 

Material:     Baseball,  club. 

(This  is  for  a  right-handed  hitter.    The  opposite  would  be  for 

a  left-handed  batter.) 

The  base  faces  the  pitcher. 

Place  a  boy  with  a  club  on  the  left  side  of  the  base  with  his 
left  shoulder  pointed  toward  the  pitcher,  his  toes  pointed  to- 
ward the  home  base  and  his  feet  about  one  foot  apart.  He 
should  take  the  club  by  the  small  end  with  the  left  hand,  and 
with  the  little  finger  next  to  the  end.  He  should  then  grasp  the 
club  with  the  right  hand.  The  thumbs  of  the  left  hand  should 
be  on  the  right  side  of  the  club  and  the  thumb  of  the  right 
hand  on  the  left  side.  Club  should  be  pointed  toward  the  rear. 
Place  a  boy  in  the  pitcher's  box  with  a  ball  and  have  him 


183 

throw  it  over  the  home  base  not  higher  than  the  batter's 
shoulder;  nor  lower  than  his  knees.  The  batter  steps  forward 
with  his  left  foot,  hitting  at  the  ball  with  the  club  when  it  is 
in  the  right  place.  Batter  must  keep  his  eye  on  the  ball  until 
he  hits  or  misses  it. 

Let  each  boy  take  his  turn  batting. 

Let  each  boy  take  his  turn  stopping  the  balls  the  batter  fails 
to  hit.  He  should  stand  about  twenty-five  feet  behind  the 
batter. 

The  rest  of  the  boys  are  to  be  in  the  field  to  stop  or  catch  the 
batted  balls. 

(8)     Games 

In  practice  games  allow  the  boys  to  choose  up  sides  or  other- 
wise group  themselves  but  with  the  understanding  that  weaker 
players  are  to  be  given  the  same  time  for  training  and  play  as 
the  best. 

In  match  games  take  all  possible  pains  to  secure  a  competent 
umpire  and  do  not  allow  any  boy  except  the  captain  to  discuss 
a  decision.  This  injunction  will  be  very  difficult  to  follow  un- 
less a  rule  to  this  eft'ect  is  carried  out  from  the  beginning  of 
the  season. 

IV.     THINGS  TO  REMEMBER  IN  PLAYING  BALL 

(1)  Always  keep  your  eye  on  the  ball,  whether  hitting  the 
ball,  stopping  a  grounder  or  catching  a  fly  ball. 

(2)  Work  fast. 

(3)  Learn  to  throw  straight. 

(4)  Always  move  toward  the  ball. 

(5)  Keep  your  temper. 

(6)  Don't  smoke  or  chew  tobacco. 

(7)  Be  fair  to  the  other  fellow  and  give  him  a  chance. 

(8)  Watch  older  players  and  pattern  after  their  good  points. 

(9)  Learn  the  rules. 

(10)  Team  work  wins. 

(11)  Do  not  question  decisions  of  the  umpire. 

PUTTING   THE    SHOT 

I.     Mimetic  exercise  for  classroom. 

Class  stand  in  aisles  by  their  seats. 

(1)  Stoop  and  pick  up  imaginary  shot  with  both  hands. 

(2)  Place  the  right  hand  next  to  the  shoulder  with  the  elbow 

as  near  the  side  as  possible. 

(3)  Place  left  foot  forward  touching  floor  with  the  toe,  body 

at  right  angles  to  the  direction  in  which  you  are  to  put 
the  shot. 

(4)  Raise  the  left  arm  outward  and  upward  half  way  between 

a  horizontal  and  a  perpendicular  position. 

(5)  Hop  forward  on  right  foot,  moving  the  left  leg  forward  at 

the  same  time,  and  again  touching  the  left  toe,  hop  again 
delivering  the  shot  outward  and  upward. 


III. 


184 

When  the  shot  is  delivered,  the  left  foot  and  right  foot 
changes  places,  that  is,  in  the  second  hop,  spring  off 
from  the  right  foot  and  land  on  the  right  foot  advanced. 

Gymnasium  Coaching  for  Form. 

Material :     Indoor  baseball  or  basketball.      Two    parallel    lines 
seven  feet  apart. 

(1)  Class  take  place  at  back  line. 

(2)  Stoop  and  pick  up  ball  with  both  hands. 

(3-6)  Exactly  as  in  mimetic  exercises  except  that  ball  is  actu- 
ally delivered.  Do  not  step  on  or  over  the  second  line 
at  the  completion  of  the  putting  motion. 

Out-doors. 

Material:     Eight-pound  shot  or  a  spherical  stone. 

A  circle  seven  feet  in  diameter  for  individual  putting. 
Two  parallel  lines  for  class  work. 


Cut    No.    1. 
SPRINTING 

Coaching  same  as  for  gymnasium. 
Walk  out  of  the  rear  half  of  the  circle. 

Mimetic  exercises  for  classroom. 
1.     Position  for  starting. 

a.  Assemble  all  boys  in  front  of  room  in  as  many  closely 
crowded  files  as  there  are  rows  of  seats  with  each  file 
opposite  an  aisle. 


185 

b.  Draw  a  starting  line  with  chalk  across  the  room  in  front 

of  the  leaders  of  the  various  files. 

c.  Four  inches  behind  the  starting  line  have  the  leader  of 

each  file  place  his  left  foot.  He  should  then  place  the 
right  knee  opposite  the  middle  of  the  left  foot,  the  right 
toe  resting  on  the  floor  and  pushing  against  the  toe  of 
the  boy  behind.  (To  give  better  start). 

d.  Place  both  hands  on  the  starting  line,  with  the  fingers  ex- 

tended and  arms  straight. 

e.  To  be  ready  for  the  signal  to  start,  raise  the  right  knee 

from  the  ground  moving  the  body  forward. 

2.  Actual  Start. 

"Get  on  your  marks"  means  take  the  position  of  c.,  d.,  e. 
"Get  set"  means  take  the  position  of  e. 

The  sprinter  must  now  have  his  mind  intent  on  only  one 
thing,  to  spring  away  at  top  speed  at  the  signal,  "Go,"  or  a 
clap  of  the  hands. 

Do  not  take  too  long  strides  at  first  but  gradually  lengthen 
them. 

Do  not  assume  an  upright  position  until  after  the  fifth  or 
sixth  stride. 

Pick  up  the  knees  and  run  in  a  straight  line  down  the  aisle 
in  front. 

Practice  "Get  on  your  marks,"  "Get  set,"  and  "Go"  at  the 
front  of  the  room,  one  boy  in  each  aisle  running  at  one  time. 
As  soon  as  one  set  of  boys  starts  the  next  should  "Get  on 
your  marks."  All  of  the  boys  should  be  kept  busy  in  frequent 
starts.  After  the  boys  understand  what  is  required  each 
squad  of  starters  may  start  with  the  right  toe  against  the  end 
wall,  the  starting  line  being  moved  back.  This  gives  a  better 
start  and  a  longer  space  in  which  to  run. 

3.  Competitive  starting. 

About  four  yards  from  the  starting  line,  hold  a  small  cord 
parallel  to  it. 

Have  the  boys  get  on  their  marks  and  start  as  mentioned 
above  and  see  who  can  first  touch  this  line  with  his  breast. 
(Impracticable  where  aisles  are  very  narrow). 

II.     Indoor  Class  Coaching  in  Gymnasium. 

1.  Practice  the  start  as  in  the  classroom,  starting  with  the  right 
toe  against  the  end  wall  or  from  a  rack  built  for  the  purpose. 

2.  Kace. 

Arrange  races  according  to  the  length  of  the  gymnasium, 
allowing  the  runners  enough  space  in  which  to  stop  without 
running  into  the  wall. 

Stretch  a  cord  at  the  end  of  the  distance,  breast  high:  the 
first  runner  to  hit  that  with  his  chest  wins;  second  runner 
gets  second. 

3.  Kelay  Race  Around  Gymnasium. 

In  a  relay  race  more  than  one  man  is  on  the  same  team, 
and  each  man  is  expected  to  run  part  of  a  required  distance. 
Select  say  four  men  for  each  team. 
The  four  are  to  run  twelve  times  around  the  gymnasium. 


186 


4. 


The  first  man  will  run  around  three  times  and  touch  the 
second  runner  who  then  goes  around  three  times  and  touches 
the  third  and  he  the  fourth  after  completing  his  three  times 
around. 

Two  teams  of  four  men  each  make  the  race. 

You  may  change  the  distance  and  the  number  of  runners. 
Outdoors  the  number  of  teams  may  be  increased. 
Kelay  Kace  Across  and  Back. 

Have  the  boys  all  stand  at  one  end  of  the  gymnasium. 
Divide  them  into  two  squads  of  equal  number. 

Place  one  man  from  each  team  on  his  mark. 

At  the  word  "Go!"  the  two  are  to  race  across  the  gymna- 


sium,  touch    the   opposite   wall    and   return    and   touch    the 
second  man  of  the  team  who  in  turn  runs  across  and  back. 

This  continues  until  all  have  run  and  the  team  which  com- 
pletes the  entire  distance  first,  wins. 


III.     Outdoor  Coaching. 


4. 


Practice  the  start  as  in  I. 

Kace  different  distances  as  explained  in  II.     The  fifty  yards 

dash  should  be  the  longest  dash  for  boys  of  this  age. 
Have  relay  races  of  different  distances  and  place  any  number 

of  men  on  the  teams,  that  is,  you  may  have  a  2,  3,  4,  5,  6, 

etc.,  men  team.     Of  course  teams  of  equal  numbers  should 

race  each  other. 
Arrange  Group  Competition.     See  Outline  for  High  Schools. 


187 

JUMPS 

I.     Indoor  Coaching  for  Gymnasium. 

1.  Standing  Broad  Jump. 

Material :     Line  on  the  floor  and  a  mat. 

Jumper  must  stand  with  toes  at  the  line.  Bend  at  the 
knees.  Draw  the  arms  back,  then  throw  the  arms  forward  at 
the  same  time  springing  forward  with  all  the  might.  Draw 
the  knees  up  as  far  as  possible  while  in  the  air. 

To  get  the  distance,  measure  from  the  line  to  where  the 
feet  or  body  touch  the  mat. 

2.  Kunning  High  Jump. 

Material:  Jump  standards,  or  two  strips  of  wood  two 
inches  wide  and  six  feet  long,  fastened  upright  on  the  floor 
six  or  eight  feet  apart.  Bore  holes  in  them,  the  size  of  a  large 
nail,  every  two  inches,  starting  about  two  feet  from  the  floor 
and  going  to  a  height  of  about  five  feet  six  inches.  Get  a 
light  pole  about  ten  feet  long.  Place  a  nail  in  the  holes  of 
each  upright  at  a  low  height  on  the  opposite  side  from  which 
the  juniper  starts.  Across  these  nails  lay  the  pole. 

The  jumper  may  run  at  any  angle  from  the  right  side  and 
when  about  two  feet  from  the  pole  leap  from  his  left  foot 
throwing  his  right  foot  up  and  over  the  pole,  following  with 
his  left,  landing  on  his  right  foot  with  a  one-fourth  left  turn 
of  the  body. 

This  may  be  done  the  same  way  from  the  left  side  jumping 
from  the  right  foot,  or  by  running  straight  at  it  and  bringing 
the  knees  up  as  high  as  possible. 

3.  Standing  High  Jump. 

Stand  with  right  or  left  side  to  the  bar,  lean  slightly  to- 
wards it  and  leap  as  in  the  running  jump,  throwing  the  arms 
upward  and  backward  with  tremendous  force. 

IT.     Group  Competition  Indoors.     See  Outline  for  High  Schools. 

I  IT.     Outdoor  coaching. 

The  material  and  the  coaching  are  the  same  as  indoors  with 
these  exceptions: 

The  ground  where  the  jumper  is  to  light  should  be  softened 
by  digging  with  the  spade,  unless  it  is  already  quite  soft. 

The  take  off  for  broad  jumps  should  be  a  piece  of  two-by- 
four  wood  placed  in  the  ground  on  a  level  with  the  surface 
and  with  the  ground  immediately  in  front  dug  away. 
IV.     Arrange  Group  Competition.     See  High  School  Outline. 


188 

HOP-STEP-AND-JUMP 

I.     Gymnasium  Coaching 

1.  Standing. 

Material,  same  as  in  broad  jump. 

Take  same  position  as  in  broad  jump.  Hop  forward  land- 
ing on  the  left  or  right  foot,  instantly  step  forward  land- 
ing on  the  opposite  foot  and  then  jump  forward  landing  on 
both  feet.  The  hop-step  and  jump  is  continuous.  Measure 
the  same  as  in  the  broad  jump. 

2.  Running  Hop-step  and  Jump. 

As  above  but  from  a  running  start. 

II.     Group  Competition  Indoors.     See  High  School  Outline. 

III.  Outdoor  Coaching. 

Material  same  as  in  broad  jump  for  out-of-doors. 
Coaching. 

Same  as  in  gymnasium. 

IV.  Group  Competition  Outdoors.     See  High  School  Outline. 


Note:  In  the  following  material  fifteen  story  plays,  seven  rhythmic 
plays  and  seven  games  is  the  minimum  number  to  cover  in  one-half 
year.  In  each  of  the  three  kinds  of  work  the  teacher  should  make  her 
selections  to  fit  the  conditions  of  her  group  of  children. 


EIGHTH  GRADE 

FIRST    HALF   YEAR 

Nine  gymnastic  lessons  are  given  for  one-half  year's  work,  conse- 
quently a  new  lesson  should  be  started  every  two  weeks.  During  two 
weeks'  time  the  physical  training  period  for  five  days  should  be  given 
to  exercises  and  the  other  five  divided  between  games  and  folk  dances. 
Substitute  athletics  for  boys  while  girls  are  having  folk  dancing. 

LESSON   1. 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.     (1)     Right — Face.     Review  facings  in  all  directions. 

ORDER.  (2)  Right  foot  forward — Place — Two — Return.  Review 
front  placings  in  all  directions. 

HEAD.     Shoulders — Firm — Bend   head   backward — One — Two. 

LEG.     (1)     Hips — Firm — Bend  knees — One — Two. 

LEG.  (2)  Head  firm  and  heels — Out — Raise  heels  twelve  counts — 
Go.  Take  care  to  do  this  slowly  and  high  and  to  come  down  softly. 

ARM.  Quick  changes  between — Hips — Firm — Chest — Firm — Head— 
Firm — Shoulders — Firm. 

TRUNK.  (1)  Head  firm  and  feet  apart — Jump — Bend  trunk  forward 
—One — Two.  Stand  at  side  and  back  of  room  to  see  if  backs  are 
straight. 

TRUNK.  (2)  Best  sitting  position.  Arms  sideways — Raise — Bend 
trunk  to  right — One — Two.  Keep  head  up  and  touch  floor  with  finger 
tips  if  possible. 

PRECIPITANT.  (1)  Hips — Firm — Jump  with  90°  turn  and  return — 
One — Two — Three — Four.  Return  jump  on  three. 

PRECIPITANT.  (2)  Jump  in  place  ivith  180°  turn  right — One — Two 
—Three. 

BREATHING.  With  palms  up,  arms  sideways — Raise — Raise  arms  up- 
ward with  deep  breathing — One — Two. 

LESSON  2. 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.  (1)  Hips — Firm — Right  touch  step  forward — One — Two. 
Review  touch  steps  in  different  directions  being  careful  to  have  heels 
high  from  floor. 


191 

ORDER.  (2)  One  step  forward — March.  Eeview  step  in  different 
directions. 

HEAD.  Shoulders — Firm — Head  to  right — Twist — Bend  head  back- 
ward— One — Two. 

ARM,  LEG.  Heels — Out — Shoulders — Firm — Stretch  arms  upward  and 
raise  heels — One — Shoulders  firm  and  heels  sink — Two. 

LEG.  Head — Firm — Right  knee  upward — Bend — Alternate  knee  bend- 
ing upward,  ten  counts — Go. 

ARM.  Stretch  arms  sideways,  upward,  backward  and  downward, 
twelve  counts — Go.  Take  time  to  complete  each,  shoulders  firm  and 
stretch. 

TRUNK.  (1)  Hips — Firm — On  right  knee — Kneel — Bend  trunk  to 
right — One — Two. 

TRUNK.  (2)  Arms  sideways — Raise — Heels — Out — Bend  trunk  to 
right,  fingers  touching  floor — One — Two. 

PRECIPITANT.  (1)  Hips — Firm — Jump  with  a  180°  turn  and  return 
—Go. 

PRECIPITANT.  (2)  Hips — Firm — Right  leg  forward — Raise — Cut 
step  forward  and  backward,  twelve  counts — Go — (See  7B  Lesson  3). 

BREATHING.    Raise  arms  sideways  with  deep  breathing — One — Two. 

LESSON  3. 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.  (1)  Mark  time — March — Class — Halt — Class  forward — March 
—Mark  time — March — Class  backward — March — Class — Halt.  (See  4B 
Lessons  4  and  5). 

ORDER,  LEG,  ARM  (2)  Heels — Out — Raise  arms  forward  upicard 
and  sink  sideways  downward  and  bend  knees — One — Two. 

HEAD.  Shoulders — Firm — Bend  head  backward — One — Two.  Deep 
breathing. 

ARM.  Arm  stretching  sideivays,  upward,  backward  and  downward, 
eight  counts — Go.  Take  care  that  rhythm  is  slow  enough  to  complete 
each  shoulders  firm  and  stretch  position  perfectly. 

LUNGE.  Hips — Firm — Lunge  forward  and  return,  alternating  right 
and  left,  ten  counts — Go.  Take  this  slowly  and  hold  each  position  a 
second.  Do  not  allow  any  part  of  the  backward  foot  to  leave  the  floor. 

TRUNK.  Chest — Firm — Feet — Close — Trunk  forward  —  Bend  —  With 
palms  up,  fling  arms  sideways — One — Two. 

PRECIPITANT.  (1)  Hips — Firm — Jump  with  90°  turn  and  return — 
Go. 

PRECIPITANT.  (2)  Hips — Firm — Right  or  left — Face — Right  leg  side 
ways — Raise — Cut  step  sideways,  twelve  counts — Go. 

BREATHING.  Raise  arms  forward  upward  and  sink  sideways  down- 
ward— One — Two. 


192 

LESSON  4. 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER,,  LEG.  Chest  firm  and  place  foot  forward,  fling  arms  sideways 
and  l)end  knees.,  chest  firm  and  stretch  knees,  position,  done  with  alter- 
nate feet,  sixteen  counts — Go. 

LEG.  Clasp  hands  back  of  body — Deep  knee  bending  and  stretching 
—One — Two.  (See  7A  Lesson  6.) 

TRUNK.  Shoulders  firm  and  fet  apart — Jump — Trunk  forward — Bend 
— Stretch  arms  sideways,  six  counts — Go. 

HEAD,  ARM,  LEG.  Hips — Firm — On  right  knee — Kneel — Bend  head 
backward — One — Two. 

LUNGE.  Raise  arms  sideways  and  lunge  forward,  right  and  left,  eight 
counts — Go.  Take  care  to  fling  arms  well  back  and  keep  head  up. 

PRECIPITANT.  Hips — Firm — Jump  with  a  90°  turn,  followed  by  a 
180°  turn,  four  counts — Go. 

BREATHING.     Hips — Firm.     Deep  breathing. 

LESSON  5. 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.  Mark  time — March — Right — Turn.  Give  the  command  right 
when  the  right  foot  strikes  the  ground;  the  left  foot  takes  another  step 
and  Turn  is  given  when  the  right  foot  strikes  the  ground  again.  The 
turn  is  made  on  the  left  foot  while  the  right  foot  is  in  the  air. 

LEG,  ARM.  Shoulders  firm  and  knees — Bend — Stretch  arms  sideways 
and  upward,  eight  counts — Go.  Take  time  to  complete  each  movement. 

TRUNK.    Raise    arms    sideways    and    place    right    foot    sideways — 

One — Bend  trunk  to  right — Two — Raise  trunk — Three — Position— 
Four — Repeat  with  alternate  feet  in  series,  sixteen  counts— Go.  Take 
it  slowly  enough  to  complete  movements. 

LUNGE.  Hips — Firm — Right  forward — Lunge — Trunk  bending  for- 
ward— One — Two.  Keep  head  up  and  back  straight. 

PRECIPITANT.  Hips — Firm — Right  leg  forward — Raise — Cut  hop  step, 
forward  and  backivard,  twelve  counts — Go.  (See  7A  Lesson  6.) 

BREATHING.  Raise  arms  forward  upward  and  sink  sideways  down- 
ward— One — Two. 


193 

LESSON   6. 

All  exercises  written  for  K  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.  One  step  forward,  right  face,  and  one  side  step  to  right — 
March.  Take  six  counts.  Give  different  combinations  of  these  three 
exercises,  facing  side  of  room  before  starting  if  necessary. 

ORDER,  LEG.  Head  firm  ivith  feet  close,  raise  heels  to  sixteen  counts 
Go.  On  one — Head  firm  and  feet  close — On  two — Heels  raise — On  three 
—Heels  sink — On  four — Hands  returned  and  toes  out. 

LEG.  Clasp  hands  back  of  body — Deep  knee  bending  and  stretching 
—One— Two. 

TRUNK.  Feet  apart — Jump — Fling  arms  forward  upward  and  twist 
trunk  to  right — One — Two. 

PRECIPITANT.     (1)     Practice  in  marching  and  running  around  room. 

PRECIPITANT.  (2)  Hips — Firm — Right  or  left — Face — Left  leg  side- 
ways— Raise — Cut  hop  step,  sideways,  twelve  counts — Go.  (See  7A 
Lesson  7.) 

BREATHING.  With  palms  up,  arms  sideways — Raise — Raise  arms  up- 
ward— One — Two. 

LESSON  7. 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.  Alternate  rows  face  about.  Mark  time — March — Forward — 
March — Mark  time — March — Right — Face — Forward  —  Mkrch  —  Class — 
Halt. 

LEG.  Heels — Out — Hips  firm  and  bend  knees  in  series,  ten  counts— 
Go.  Hands  come  down  as  knees  are  stretched. 

ARM,  TRUNK.  Shoulders  firm  and  feet  apart — Jump — Trunk  fonvard 
— Bend — Stretch  arms  upward — One — Two — Three — Four.  Give  this 
slowly — and  stand  at  side  and  back  of  room  to  see  if  backs  are  straight 
and  heads  up. 

LUNGE.    Lunge  forward,  eight  counts — Go.     Use  alternate  feet. 

PRECIPITANT.  (1)  Hips — Firm — Two  jumps  in  succession,  each  with 
a  180°  turn  to  right,  four  counts — Go. 

PRECIPITANT.  (2)  Arms  sideways  and  right  leg  forward — Raise — 
Cut  step  forward  and  backivard  with  clapping  of  hands  over  head 
on  odd  counts  and  return  to  shoulder  height  on  even,  ten  counts — Go. 

BREATHING.     West  Point  breathing — One — Two. 

25 


194 

LESSON  8. 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER,  LEG,  ARM.  Raise  arms  sideways  and  right  foot  forward — 
Place — Knees — Bend — Knees — Stretch — Arms  and  foot — Replace — Con- 
tinue in  serieb  with  change  of  feet,  sixteen  counts — Go. 

HEAD.     Shoulders — Firm — Head  bending  backward — One — Two. 

ARM.  Stretch  arms  sideways,  upward,  backward  and  downward, 
twelve  counts — Go.  Take  time  to  complete  each,  shoulders  firm  and 
stretch. 

TRUNK.  (1)  Head  firm  and  on  right  knee — Kneel — Bend  trunk  to 
right — One — Two. 

TRUNK.  (2)  Shoulders  firm  and  right  foot  sideways — Place — Trunk 
to  right — Twist — Trunk  twisting — One — Two — Three — Four. 

LUNGE.  Fling  arms  sideways  and  lunge  sideways,  right  and  left, 
eight  counts — Go.  Arms  come  down  as  foot  returns. 

PRECIPITANT.  Hips — Firm — Jump  with  a  360°  turn  right — One — Two 
— Three. 

BREATHING.  Arms  sideways — Raise — Hand  turning  with  deep  breath- 
ing— One — Palms  turning  forward  upward — Two — Hands  returning. 

LESSON  9. 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER,  ARM.  Shoulders  firm  and  feet,  apart — Jump — Stretch  arms 
upward  and  raise  heels  in  series,  sixteen  counts — Go. 

HEAD,  TRUNK.  Hips — Firm — Right  foot  forward — Place — Trunk  for- 
ward— Bend — Twist  Jvead  to  right — One — Two. 

LEG.  Clasp  hands  back  of  body — Deep  knee  bending  and  stretching 
—One — Two.  (See  7A  Lesson  6.) 

TRUNK.  (1)  Left  hip  firm  and  right  arm  sideways — Raise — Side 
bending  and  stretching — One — Two — Three — Four — Five — Six.  (See  6 A 
Lesson  7.) 

TRUNK.  (2)  Head — Firm — Trunk  forward — Bend — Hold  long  enough 
to  count  eight. 

PRECIPITANT.     Hips — Firm.     Practice  jumping  with  -different  turns. 

BREATHING.  With  palms  up,  arms  sideways — Raise — Raise  arms  up- 
ward— One — Two. 


195 


EIGHTH   GRADE 

FIRST    HALF   YEAR 

RHYTHMIC  PLAYS 

English 
SAILOR'S    HORNPIPE 


^^t—j=m^t-9~t          q: 

zpz^z^z 


1         [: [: 


f=f 


feE 


/ 


— E— 1 — 


i^=- 


— E^ 


196 

Exercise  1.  Alternate  change  steps  forward  beginning  r,  with  arms 
folded  and  held  high,  body  inclined  away  from  advancing  foot.  16 
counts. 

Exercise  2.  (1)  Spring  on  to  r  foot  with  1  toe  behind  r,  r  hand 
thrown  out  in  gesture  and  1  hand  on  hip — (2)  same  1 — (3-4)  change 
step  r — (5-8)  repeat  (1  to  4),  beginning  on  other  side — (9-16)  alternate 
change  steps  backward,  beginning  r. 

Exercise  3.  Rope  Pulling.  (1)  Look  up  and  raise  r  hand  forward 
upward  as  if  grasping  a  rope  and  then  pull  down — (2)  same  left.  Con- 
tinue for  8  counts,  at  the  same  time  advancing  quickly  on  heels  by  very 
short  steps,  time  being  kept  by  arm  exercise  only. 

Kowing.  (9-16)  half  rocking  step  with  r  foot  f,  stooping  low  and 
reaching  f  with  hands  as  you  rock  forward,  pulling  and  bringing  up 
hands  close  to  front  of  waist  as  you  rock  backward,  gradually  retreat- 
ing. 

Exercise  4.  Lookout.  (1,  2)  Change  step  sidewise  r  with  slide— 
(3,  4)  repeat  1,  r  hand  held  up  as  if  to  shield  eyes,  which  are  turned  to 
side — (5-16)  repeat  alternately  1  and  r. 

Exercise  5.  Same  as  Exercise  2,  turning  completely  around  during 
each  change  step. 

Exercise  6.  (1-3)  Turn  to  r  and  take  3  running  steps  f — (4)  hop  1  sw 
r  F  f — (5-16)  repeat  alternately  1  and  r,  all  the  time  with  hands  clasped 
and  held  low  with  palms  toward  floor. 

TARANTELLA 

From  "Folk  Dances  and  Singing  Games"  by  Elizabeth  Burchenal. 

By  permission  of  G.  Schirmer  Co. 

This  is  an  arrangement  of  some  of  the  Tarantella  steps  put  into  a 
definite  form  for  convenience  in  teaching. 

The  music  consists  of  three  parts:  A,  sixteen  measures;  B,  the  fol- 
lowing eight  measures;  C,  the  last  sixteen  measures. 

In  fitting  the  steps  to  the  music,  each  measure  should  be  counted 
thus:  "One,  and  two,  and."  The  girls  form  a  double  column,  No.  1  on 
the  left  No.  2  on  the  right.  The  ones  use  castanets,  a  pair  in  each  hand, 
with  the  arms  curved  and  raised  sideward  above  shoulder-level;  each 
No.  2  carries  a  tambourine  in  the  right  hand,  and  beats  upon  it  with  the 
thick  lower  part  of  the  left  palm.  During  the  whole  play  they  beat 
and  "two"  of  each  measure. 


197 


TARANTELLA. 


r  r  rr  r 


±=± 


198 

INTRODUCTION 

A. 

(Meas.  1-14.)  Beginning  with  the  right  foot,  and  making  two  steps 
to  a  measure,  all  run  forward  around  the  room  and  up  the  centre  in  a 
straight  column. 

(Meas.  15.)     Partner's  face  each  other,  and  run  in  place. 

(Meas.  16).  Partners  make  salutation  to  one  another;  No.  2  touches 
the  right  toe  across  behind  the  left  foot  and  bends  both  knees,  making 
a  deep  curtsy,  at  the  same  time  extending  both  arms  and  raising  them 
slightly  to  the  side. 

1  B. 

(Meas.  1-2.)  Beginning  with  the  right  foot,  all  run  forward  four 
steps,  keeping  to  the  right  in  passing  partners. 

(Meas.  34.)  With  four  running  steps  turn  around  to  the  right  in 
place,  and  face  partner. 

(Meas.  5-6.)  With  four  running  steps  all  cross  over  again,  keeping 
to  the  right  in  passing  partners. 

(Meas.  7-8.)  With  four  running  steps  turn  around  to  the  right  in 
place,  and  face  partner. 

2  C. 

Meas.  1.  Hop  on  L  foot  and  at  same  time  touch  R  toe  across  in  front 
of  left  (one  and),  hop  on  L  foot  and  touch  R  toe  at  side  (two  and). 

Meas.  2-4.     Continue. 

Meas.  5-8.     Repeat  with  L  foot. 

Meas.  9-16.  Bend  toward  partner  and  slide  around  in  a  circle,  twice 
to  L.  L  foot  leading  and  R  following.  Keep  heads  close  together. 

3  A. 

Meas.  1.     Hop  on  R  foot  and  touch  L  forward  (one  and),  hop  on  L 
and  touch  R  forward  (two  and). 
Meas.  2-8.     Continue. 
Meas.  9-16.  Slide  around  in  circle  as  at  close  of  preceding  figure. 

4  B. 

Meas.  1.  *  With  a  spring,  make  a  quarter  turn  to  R  landing  with  L  toe 
forward,  rise  on  toes  (one  and),  sink  heels  (two  and). 

Meas.  2.  With  a  spring  make  a  half  turn  to  the  L  landing  with  R 
toe  forward,  rise  on  toes  (one  and),  sink  heels  (two  and). 

Meas.  3-8.  Continue  turning  alternately  R  and  L,  a  half  turn  always 
except  the  first. 

C. 

Meas.  1-8.     Continue  above,  keep  face  toward  partner. 

Meas.  9-16.  Cross  R  arm  under  partner's  R  arm  and  placing  L  hand 
behind  own  waist  grasp  partner's  R  hand  with  it.  Raise  L  foot  back- 
ward and  hopping  twice  on  R  foot  to  each  measure,  circle  around  with 
partner  and  back  to  original  places. 


199 

INTERLUDE 

A. 

Meas.  1-6.  In  double  column,  all  run  forward,  ones  lead  around  room 
to  L,  twos  to  R  then  back  to  original  places. 

5  B.  ' 

Meas.  1-8.     Same  as  1-8  of  first  figure. 

The  first  two  couples  now  form  a  set,  the  next  two  and  so  on. 

Meas.  1-8.     Same  as  1-8  of  second  figure. 

Meas.  9-16.    Same  as  9-16  of  second  figure  but  incline  to  center  of  set. 

7  A. 

Meas.  1-8.     Same  as  Meas.  1-8  of  third  figure. 
Meas.  9-16.     Same  as  meas  9-16  of  sixth  figure. 

8  B. 

Same  as  1-8  of  fourth  figure  but  in  sets  of  four. 

(Meas.  1-8.)  With  left  arms  raised  slightly  higher  than  shoulder- 
level,  first  No.  1  and  second  No.  2,  and  second  No.  1  and  first  No.  2,  join 
right  hands  across  centre  of  square  (the  twos  shifting  tambourine  to 
left  hand).  Eaise  the  left  foot  backward,  and  hop  on  the  right  foot 
forward  and  around  in  ,a  circle  making  two  hops  to  each  measure,  the 
.whole  set  swinging  twice  around  and  the  twos  shaking  their  tambour- 
ines vigorously.  [Fig.  3.] 

(Meas.  9-16.)  All  face  the  other  way,  join  hands  across  centre  of 
square  (twos  shifting  tambourine  to  right  hand),  and,  hopping  on  left 
foot  swing  the  whole  set  twice  around  in  the  other  direction.  Finish 
on  the  last  note  with  partners  side  by  side  as  in  the  original  formation. 

v  CONCLUSION 

A. 

(Meas.  1-16.)  In  double-column,  all  run  forward  around  the  room 
and  off,  twos  shaking  tambourines  overhead  and  ones  clapping  castanets 
high  overhead. 

The  whole  exercise  is  very  light  and  exuberant.  Toward  the  end  the 
music  should  be  accelerated,  so  that  the  last  turn  is  almost  a  whirl  and 
the  conclusion  is  quick  and  bright. 


200 


EIGHTH  GRADE 

FIRST   HALF   YEAR 

MISCELLANEOUS1  PLAYS  AND    GAMES 

STEALING    STICKS 

(Tag  Game).  This  is  played  like  "Prison  Base,"  (See  Seventh 
Grade),  with  the  added  feature  of  stealing  sticks.  Each  team  has  six 
sticks,  erasers,  or  other  objects  distributed  along  the  front  edge  of  the 
goal.  If  an  opponent  can  touch  a  stick  before  he  is  tagged  he  may  take 
it  home  to  his  base.  The  side  getting  all  its  opponents'  sticks  wins. 
The  rules  of  Prison  Base  apply  in  full. 

WAND    RACE 

(Contest).  Players  in  several  teams  of  equal  numbers.  Draw  a 
starting  line  and  a  finishing  line  at  opposite  sides  of  the  playing  space. 
One  player  of  each  team  stands  at  the  starting  line  with  a  ^and  or 
stick  balanced  on  his  right  forefinger.  The  stick  may  be  held  in  balance 
by  the  other  hand  until  the  starting  signal  is  given,  and  then  the  players 
start  forward  balancing  the  stick.  If  it  drops  off  it  must  be  replaced 
at  the  point  where  it  fell  before  advancing  farther.  The  one  who 
reaches  the  finishing  line  first,  having  balanced  the  stick  all  the  way, 
wins  the  race.  Credit  it  to  his  team  and  start  the  second  set.  See 
which  team  makes  largest  score.  The  sticks  should  be  of  uniform  size 
and  weight  to  make  it  a  fair  contest. 

CORNER    BALL 

Similar  to  "End  Ball,"  (See  Seventh  Grade),  but  instead  of  the  nar- 
row base  across  the  end  of  the  space  there  are  two  small  bases,  which 
may  be  triangular  or  circular  and  about  four  feet  across,  one  in  each 
corner  of  the  court,  and  one  catcher  is  placed  in  each  base.  Scores  are 
made  when  the  throwers  pass  the  ball  successfully  to  the  catchers  in 
these  bases.  (Reference  3.) 

LAST    COUPLE    OUT 

(Tag  Game).  Groups  of  9-15  players  each  play  separate  games,  as 
the  game  is  not  suited  to  larger  numbers.  Players  stand  in  couples 
and  the  odd  player  is  "It."  The  couples  stand  in  a  line  and  the  odd 
player  in  front.  He  calls  "Last  couple  out"  and  the  rear  couple  must 
separate,  run  forward,  and  try  to  touch  one  another  again  before  the 
odd  player  can  tag  either  of  them.  The  odd  player  may  not  look  around 
and  so  cannot  see  the  players  till  they  have  passed  him.  If  they  suc- 
ceed, the  odd  player  is  "It"  again.  If  he  tags  one,  that  one  is  "It"  and 
the  catcher  has  the  other  one  of  the  couple  for  a  partner. 


201 


EIGHTH  GRADE 

SECOND    HALF   YEAR    (8A) 

Nine  gymnastic  lessons  are  given  for  one  half  year's  work,  conse- 
quently a  new  lesson  should  be  started  every  two  weeks.  During  two 
weeks'  time  the  physical  training  period  for  five  days  should  be  given  to 
exercises  and  the  other  five  divided  between  games  and  folk  dances. 
Substitute  athletics  for  boys  while  girls  are  having  folk  dancing. 

LESSON   1. 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 

BEST  STANDING  POSITION  See  General  Instructions 

ORDER.     (1)     Right — Face.     Review  facings  in  all  directions. 

ORDER.  (2)  Right  foot  fomcard — Place — Return — Two.  Review 
foot  placings  in  all  directions. 

LEG.    Hips — Firm — Bend  knees — One — Two. 

HEAD.  Shoulders — Firm — Bend  head  backward — One — Two.  Deep 
breathing. 

LEG'.  Head  firm  and  heels — Out — Raise  heels,  twelve  counts — Go. 
Take  care  to  do  this  slowly  and  high  and  to  come  down  softly. 

ARM.  Quick  changes  between.  Hips — Firm — Chest — Firm — Head— 
Firm — Shoulders — Firm. 

TRUNK  (1)  Head  firm  and  feet  apart — Jump — Bend  trunk  forward 
— One — Two.  Stand  at  side  and  back  of  room  to  see  if  backs  are 
straight. 

TRUNK.  (2)  Best  sitting  position.  Do  not  touch  back  of  seat. 
Catch  toes  in  iron  supports  of  desk  close  to  floor.  Arms  sideways — 
Raise — Bend  trunk  to  right — One — Two.  Touch  floor  if  possible  and 
keep  heads  up. 

PRECIPITANT.     (1)     Hips — Firm — Jump   in  place — One — Two — Three. 

BREATHING.     We§t  Point  breathing — One — Two. 

LESSON  2. 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.  (1)  Hips — Firm — Right  touch  step  forward — One — Two. 
Review  touch  steps  in  different  directions,  being  careful  to  have  heels 
high  from  the  floor. 


202 

ORDER.  (2)  One  step  fonvard — March.  Keview  one  step  in  different 
directions. 

LEG.  Hips — Firm — Right  knee  upward — Bend — Alternate  knee  bend- 
ing upward  to  eight  counts — Go. 

ARM.  Stretch  arms  sideways,  upward,  backward  and  downward — 
One — Two — Three — Four — Five — Six — Seven — Eight.  Shoulders  firm  on 
odd  counts. 

TRUNK.  (1)  Left  hip  -firm  and  right  arm  sideways — Raise — Side 
bending  and  stretching — One — Two — £hree — Four — Five — Six.  (See  6A 
Lesson  7.) 

TRUNK.  (2)  Chest — Firm — Feet — Close — Trunk  forward — Bend— 
With  palms  up,  fling  arms  sideways — One — Two. 

LUNGE.    Hips  firm  ,  and  lunging  forward — One — Two. 

PRECIPITANT.     (1)     Hips — Firm — Jump   with  a  180°    turn — Go. 

PRECIPITANT.  (2)  Hips — Firm — Jump  with  a  90°  turn  and  return 
—Go. 

BREATHING.  With  palms  up,  arms  sideways — Raise — Raise  arms  up- 
ward— One — Two. 

LESSON  3. 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.  (1)  Right  face  and  right  touvh  step  forward — March — Four 
counts.  Vary  directions  of  facings  and  touch  step. 

ORDER.  (2)  Two  steps  forward  and  right  touch  step  forward— 
March.  Vary  directions. 

LEG.  Clasp  hands  back  of  body,  palms  up,  one  hand  under  the  other, 
fingers  pointing  diagonally  backward  in  opposite  directions.  Deep  knee 
bending — One.  Go  down  slowly  as  far  as  possible,  keeping  back  and 
head  erect.  Two — return,  keeping  hands  clasped.  Repeat  several  times. 
This  exercise  is  to  correct  poor  posture.  (7A  Lesson  6.) 

TRUNK.  Shoulders  firm  and  feet — Close — Trunk  forward — Bend — 
Quick  changes  between — Head — Firm — Hips — Firm — Shoulders — Firm. 

LUNGE.  Hips  firm  and  lunge  forward  right  and  left  in  series,  ten 
counts — Go.  (6B  Lesson  6.) 

PRECIPITANT.  (1)  Hips — Firm — Jump  with  a  180°  turn  and  return 
—Go. 

PRECIPITANT.  (2)  Hips — Firm — Right  leg  fonvard — Raise — Cut 
step  forward  and  backward,  twelve  counts — Go — (See  6A  Lesson  6.) 

BREATHING.     Raise  arms  sideways — One — Two. 

LESSON  4. 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.  Mark  time— March — Right — Turn.  Give  the  command  right 
when  the  right  foot  strikes  the  ground;  the  left  foot  takes  another  step 


203 

and  Turn  is  given  when  the  right  foot  strikes  the  ground  again.  The 
turn  is  made  on  the  left  foot  while  the  right  foot  is  in  the  air. 

HEAD.  ARM,.  LEG.  Heels — Out — Raise  arms  sideways,  bend  knees  and 
twist  head  to  right  and  left,  four  counts — Go. 

LEG.  Chest  firm  and  place  right  foot  forward — One — Raise  heels — 
Two — Sink  heels — Three — Hands  down  and  replace  foot — Four — Repeat 
in  series,  sixteen  counts — Go. 

TRUNK,  ARM.  Raise  arms  "backward  and  trunk  forward — Bend — 
Fling  arms  forward-upward — One — Two.  Stand  at  side  or  back  of  room 
to  see  if  backs  are  kept  straight  and  heads  in  right  position. 

LUNGE.  Hips  firm  and  lunge  sideways — Right  and  left  in  series,  ten 
counts — Go. 

PRECIPITANT.  (1)  Hips — Firm — Jump  with  a  90°  turn  followed  ~by 
a  180°  turn,  four  counts — Go. 

PRECIPITANT.  (2)  Right  or  left — Face — Right  leg  sideways — Raise — 
Cut  step  sideivays,  twelve  counts — Go. 

BREATHING.  Raise  arms  forward  upward  and  sink  sideivays  down- 
ward — One — Two. 

LESSON  5. 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.  Alternate  rows  about  face.  March  the  class  up  and  down  the 
aisles.  During  the  march  give  command — Change  step — March — just  as 
one  foot  strikes  the  floor.  Bring  the  foot  which  is  in  the  rear,  by  the 
side  of  the  one  in  front,  and  step  off  again  with  the  same  foot  which  was 
in  front.  This  is  the  same  as  "getting  into  step,"  but  done  continuously. 
Repeat  with  alternate  feet  until  the  command — Normal — March — is 
given. 

LEG,  ARM.  Heels — Out — Raise  arms  sideways-upward  and  bend  knees 
in  series,  eight  counts — Go.  Take  care  to  keep  back  straight  and  head 
up. 

TRUNK.  Head — Firm — Trunk  forward — Bend — Hold  long  enough  to 
count  eight. 

ARM,  TRUNK.  Right  foot  sideways — Place — Fling  arms  forward-up- 
ward and  twist  trunk  to  right — One — Forward  and  arms  down — Two — 
Same  to  left — Three — Forward — Four. 

PRECIPITANT.  (1)  Hips — Firm — Right  leg  forward — Raise — Cut  hop 
step,  forward  and  backward,  twelve  counts — Go.  (See  7A  Lesson  6.) 

PRECIPITANT.  (2)  Hips — Firm — Right  (or  left) — Face — Left  leg 
sideways^R&i&e — Cut  hop  step,  sideivays,  twelve  counts — Go.  (See  7A 
Lesson  7.) 

BREATHING.  With  palms  up,  arms  sideways — Raise — Raise  arms  up- 
ward.— One — Two. 


204 


LESSON   6. 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.  One  step  forward,  right  face,  and  one  side  step  to  right— 
March.  Take  six  counts.  Give  different  combinations  of  these  three 
exercises,  facing  side  of  room  before  starting  if  necessary. 

ARM,  LEG.  Shoulders  firm  and  heels — Out — Stretch  arms  upward  and 
raise  heels,  eight  counts — Go.  Take  care  to  stretch  as  high  as  possible 
and  to  sink  heels  softly. 

LEG.  Clasp  hands  back  of  body — Deep'  knee  bending  and  stretching 
—One — Two. 

ARM,,  TRUNK.  Shoulders  firm  and  feet  apart — Jump — Trunk  forward 
— Bend — Stretch,  arms  upward — One — Two — Three — Four.  Give  this 
slowly — and  stand  at  side  and  back  of  room  to  see  if  backs  are  straight 
and  heads  up. 

LUNGE.  Hips — Firm — Lunge  forward  and  then  sideways  first  with 
right  foot  and  then  with  left,  sixteen  counts — Go. 

PRECIPITANT.  (1)  Hips — Firm — Two  jumps  in  succession,  each  with 
a  180°  .turn  to  right,  jour  counts — Go. 

PRECIPITANT.  (2)  Hips — Firm — Right  leg  forward — Raise — Touch 
and  stretch  cut  step,  forward  and  backward,  sixteen  counts — Go.  On 
one,  hop  on  left  foot  and  touch  right  toe  just  in  front  of  left;  on  two, 
hop  on  left  and  raise  right  leg  forward;  on  three  cut  left  foot  back- 
ward; on  four,  hop  on  right  and  raise  left  leg  forward.  Same  rhythm 
as  all  other  ,cut  steps.  Keep  toe  about  two  inches  from  floor. 

BREATHING.     Raise   arms    sideways — One — Two. 

LESSON  7. 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER.  Alternate  rows  about  face,  practice  in  marching,  marking 
time,  facing  while  marking  time,  and  halting.  For  commands  see  4B 
Lessons  4  and  5,  also  SB  Lesson  4. 

HEAD,  ARM.  Shoulders — Firm — Stretch  arms  slowly  sideways  with 
palms  up  and  bend  hend  backward — One — Two. 

ARM,  LEG.  Shoulders — Firm — Stretch  arms  upward  and  feet  apart— 
Jump — Knee  bending  and  arm  parting — to  shoulder  level — One — Two. 

TRUNK.  Best  sitting  position — Arms  sidewise — Raise — Bend  trunk 
to  right — One — Two — Touch  floor  if  possible  without  lifting  feet. 

LUNGE.  Hips — Firm — Right  forward — Lunge — Bend  trunk  forward— 
One — Two.  Keep  head  up  and  back  straight. 

PRECIPITANT.     (1)     Hips — Firm — Four  jumps  in  succession,  two  with 


205 

a  90°  turn  R  and  two  with  a  90°  turn  L — One — Two — Three Four — 

Five— Six. 

PRECIPITANT.  (2)  Hips— Firm — Left  (or  right) — Face — Right  leg 
sideways — Raise — Touch  and  stretch  cut  step,  sideways,  sixteen  counts 
—Go.  On  one,  hop  on  left  foot  and  touch  right  toe  just  beside  left  heel ; 
on  two,  hop  on  left  and  raise  right  leg  sideways;  on  three,  cut  left  to  a 
raised  position  back  of  right,  left  knee  bent  and  pointing  sideways;  on 
four,  hop  on  right  and  raise  left  leg  to  side.  Keep  toe  about  two  inches 
from  floor. 

BREATHING.  Raise  arms  forward  upward  and  sink  sideways  down- 
ward— One — Two. 

LESSON   8. 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER,  ARM,  LEG.  Half  right  (45°) — Face — Raise  arms  sideways  and 
heels — Out — Raise  arms  upward  and  knees — Bend — Arms  sink  and  knees 
— Stretch — Arms  down  and  heels — In — Repeat  in  series,  sixteen  counts 
—Go. 

HEAD.  Shoulders — Firm — Head  to  right — Twist — Bend  head  back- 
icard — One — Two. 

ARM.  Stretch  arms  sideways,  upward,  backward  and  dowmvard,' 
eight  counts — Go.  Take  care  that  rhythm  is  slow  enough  to  complete 
each  shoulders  firm  and  stretch  position  perfectly. 

TRUNK.  Left  hip  firm  and  right  arm  sideways — Raise — Side  bending 
and  stretching — One — Two — Three — Four — Five — Six.  (See  6 A  Lesson 

7). 

PRECIPITANT.  (1)  Hips — Firm — Jump  with  a  360°  turn  right — One 
—Two — Three. 

PRECIPITANT.  (2)  Hips — Firm — Right  leg  forward — Raise — Touch 
and  stretch  cut  step  forward  and  backward,  sixteen  counts — Go. 

BREATHING.  With  palms  up,  arms  sideways — Raise — Raise  arms  up- 
ward with  deep  breathing — One — Two. 

LESSON  9. 

All  exercises  written  for  R  should  be  given  an  equal  number  of  times 
on  both  sides. 

BEST  SITTING  POSITION 
BEST  STANDING  POSITION 

ORDER,  LEG,  ARM.  Raise  arms  sidetvays  and  right  foot  forward— 
Place Knees — Bend — Knees — Stretch — Arms  and  foot — Replace — Con- 
tinue in  series  ivith  change  of  feet,  sixteen  counts — Go. 

LEG.  Clasp  hands  back  of  body— Deep  knee  bending  and  stretching 
One — Two.  (See  Lesson  3.) 

Trunk.      (1)      Hips   firm   and  feet   apart — Jump — Trunk   forward — 


206 

Bend — Quick    changes   between.      Chest — Firm — Shoulders — Firm — Head 
— Firm. 

,  TRUNK.      (2)      Best   sitting  position.     Head — (Firm — Trunk   bending 
to  right — One — Two. 

LUNGE.     Hips — Firm — Right  forward — Lunge — Bend  trunk  forward — 
One — Two.     Keep  head  up  and  back  straight. 

PRECIPITANT.     (1)    Hips — Firm — Jump  with  a  360°  turn  right  and  a 
360°  turn  left — One — Two — Three — Four. 

PRECIPITANT.     (2)     Hips — Firm — Right    leg    sidetvays — Raise — Touch 
and  stretch  cut  step  sideways,  sixteen  counts — Go. 

BREATHING.     West  Point  breathing — One — Two. 


EIGHTH  GRADE. 

SECOND    HALF    YEAR 

RHYTHMIC  PLAYS 

HIGHLAND  FLING 

Scotch 
(See  Reference  8) 

NICKODICKOMDIJ 

Swedish 


A    I/If 


Formation :     Circle. 

Measures  1-4.     Couples  take  eight  schottische  steps,  beginning  outside 
foot. 

Measures  5-6.     Partners  take  both  hands  and  take  four  bleking  steps, 
starting  left  foot. 

Measure  7.    Partners  turn  one  turn,  A  to  left,  B  to  right. 

Measure  8.    Both  stamp  with  left  foot,  extend' arms  horizontally. 

Measures  9-10.     Partners  clap  own  nands,  then  each  others'  twice. 

Measures  11-12.    Partners  take  hands  and  run  around  in  place.     Re- 
peat music. 
Note:     Simplest  form  of  schottische  step  is  to  run  three  steps,  then 

hop  on  foot  which  touches  on  count  three  extending  other  forward. 


207 

Bleking  step  consists  of  hopping  on  one  foot  and  striking  other  heel 
forward. 

IT. 

Measures  1-4.     All  take  "grand  right  and  left.'-' 

Measures  1-4    (repeated).     A  swings  meeting  B  on  right  arm  in  time 

with  music. 

Measures  5-6.     Bleking  steps. 
Measure  7.     Partners  turn  one  turn. 
Measure  8.     Stamp  left  foot,  extend  the  arms. 
Measures  9-10.    Partners  shake  warningly  right  hand  index  finger,  then 

left. 
Measure  11-12.    Partners  run  around  in  place. 


EIGHTH  GKADE 

SECOND  HALF  YEAR 

MISCELLANEOUS  PLAYS  AND   GAMES 

EVERY   MAN   IN  HIS  OWN   DEN 

(Tag  Game).  Each  player  marks  for  himself  a  den  2  or  3  feet  in 
diameter,  these  dens  as  far  apart  as  they  can  have  them  in  the  playing 
space.  They  start  on  the  plan  of  "Prison  Base,"  trying  to  make  pris- 
oners of  one  another,  but  if  one  is  captured  he  must  join  his  captor  in 
the  game  instead  of  being  a  prisoner.  The  main  rule  of  prison  base 
applies;  for  example,  if  players  1,  2,  3,  4,  5,  and  6  leave  their  dens  in 
the  order  of  the  numbers,  player  1  can  be  caught  by  any  of  the  others 
and  player  6  can  tag  any  or  all  of  the  others  he  can  reach;  but  as  soon 
as  player  1  touches  his  own  den  again,  that  makes  him  able  to  tag  any 
of  the  others.  The  play  begins  by  the  players  "making  dares"  to  induce 
their  opponents  from  their  dens;  as  they  are  captured  they  form  fewer 
and  stronger  groups,  until  finally  there  are  two  groups  of  about  equal 
strength  or  one  group  that  rapidly  captures  all  the  rest.  That  played 
who,  with  his  captives  finally  captures  all  the  rest  wins.  (Reference  3.) 

BASKET   BALL  DISTANCE    THROW 

(Contest.)  Mark  a.  thro  wing  circle  7  feet  in  diameter.  From  the 
front  edge  of  this  circle  as  a  center  and  a  radius  of  25  feet,  draw  an 
arc  15  or  20  feet  long  in  the  direction  the  throwing  is  to  be  done.  Simi- 
larly draw  other  arcs  from  the  same  center  with  radius  30,  35,  40,  45, 
and  50  feet.  Twenty  feet  back  of  the  first  throwing  circle  draw  another. 
The  fisrt  is  for  the  girls  and  the  second  is  for  the  boys,  thus  requiring 
the  boys  to  throw  20  feet  farther  to  make  the  same  score.  The  arcs 
drawn  will  enable  a  scorer  to  give  the  scores  as  fast  as  the  throws  can 
be  made,  without  the  necessity  of  measuring  each  one.  Players  in  two, 
three,  or  four  teams  of  equal  numbers  and  as  nearly  equal  throwing 


208 

ability  as  possible.  Players  are  called  from  the  teams  in  rotation  by 
the  umpire,  who  sees  that  they  do  not  step  out  of  the  circle  in  making 
the  throw.  Those  who  step  out  while  throwing  lose  the  score  made.  If 
it  is  a  legal  throw  he  calls  "Throw  for  Red"  and  the  scorer  watches  the 
place  where  the  ball  falls  and  calls  to  the  score  marker,  "Four  points 
for  Red."  By  using  two  balls  the  throws  can  be  made  rapidly  and  these 
three  officials  can  keep  everything  moving  fairly  and  record  all  the 
scores  correctly.  When  all  have  thrown,  the  scores  made  by  the  players 
of  each  team  are  added  and  the  result  shows  the  winning  team. 

CAPTAIN    BALL 

Draw  as  many  circles  on  the  floor  as  half  the  number  of  players. 
Circles  are  two  feet  in  diameter  and  half  of  the  circles  are  arranged  in 
a  symmetrical  group  in  each  end  of  the  room,  with  a  neutral  strip  3 
feet  wide  across  the  middle.  Players  in  two  teams  and  each  team 
equally  divided  into  basemen,  who  occupy  the  circles,  and  guards,  who 
guard  the  basemen  of  the  opposing  team.  Team  A  has  the  group  of 
bases  in  one  end  of  the  room  and  team  B  the  bases  in  the  other  end. 
Scores  are  made  by  the  basemen  when  they  catch  the  ball ;  when  all  the 
basemen  of  a  group  have  caught  the  ball  in  turn,  an  extra  score  of  two 
points  is  given;  when  after  this  they  make  a  successful  throw  to  the 
captain,  who  occupies  the  center  base,  it  counts  two  points  more.  For 
additional  rules,  see  New  York  Captain  Ball,  (Reference  3). 


Note:  In  the  following  material  fifteen  story  plays,  seven  rhythmic 
plays  and  seven  games  is  the  minimum  number  to  cover  in  one-half 
year.  In  each  of  the  three  kinds  of  work  the  teacher  should  make  her 
selections  to  fit  the  conditions  of  her  group  of  children. 

27 


HIGH  SCHOOL— NINTH  AND  TENTH  GRADES 

PHYSICAL   TRAINING -FOR   GIRLS 
INTRODUCTION 

All  high  school  physical  training  should  be  taught  by  men  and  women 
who  have  been  properly  trained  for  the  work.  Men  should  always  have 
charge  of  the  boys  and  women  of  the  girls.  The  girls'  work  should  be 
carried  on  out-of-doors  when  the  weather  permits  and  in  a  well  aired 
gymnasium  during  the  winter  months  and  in  inclement  weather. 

The  proper  clothing  should  first  be  attended  to,  freedom  for  motion 
in  all  parts  of  the  body  being  the  test.  A  one  piece  gymnasium  suit, 
consisting  of  bloomers  and  loose  blouse,  or  a  two  piece  suit,  consisting 
of  bloomers  and  cotton  "middy"  blouse,  are  recommended.  The  suit 
should  be  such  that  it  can  often  be  thoroughly  cleaned.  Proper  shoes 
are  absolutely  essential.  A  well  shaped  shoe  allows  a  normal  position 
of  the  foot  and  freedom  for  the  use  of  the  plantar  muscles.  Indoor  a 
heelless  shoe  is  advised,  while  out-of-doors  a  low  broad  heel  is  more 
advisable. 

It  is  expected  that  the  work  of  the  following  outline  or  its  equivalent 
be  the  minimum  amount  to  be  accomplished  in  the  first  two  years. 

Interseholastic  contests  have  been  found  by  experience  to  be  exceed- 
ingly undesirable  for  girls.  The  undue  excitement  and  fatigue  incident 
to  such  contests  are  the  chief  objections.  This  is  especially  true  of 
basket  ball.  Possible  exceptions  would  be  tennis  tournaments  and 
swimming  meets. 

PHYSICAL    EXAMINATIONS 

There  should  be  a  physician,  preferably  a  woman,  to  give  each  girl 
a  medical  examination.  The  physical  director  and  the  physician  should 
together  determine  upon  the  records  which  are  necessary  to  keep  and 
should  spend  as  little  time  as  possible  upon  these  records  and  as  much 
as  possible  on  the  individual.  Observation  and  advice  as  to  posture  and 
personal  hygiene  are  of  more  value  than  measurements.  When  there  is 
time  for  measurements,  only  those  should  be  taken,  which  can  be  im- 
proved by  means  of  the  work  of  the  department,  such  as  height,  weight, 
chest,  girths,  etc.,  and  not  girths  of  head,  wrists,  ankles,  or  length  of 
bones. 

Girls  of  this  age  are  sensitive  and  reticent  and  much  tact  is  needed 
to  find  out  their  physical  condition.  Parents  should  be  consulted  in 
difficult  or  doubtful  cases.  If  handled  rightly  this  part  of  the  work  is 
of  the  greatest  importance  and  value.  If  mistakes  are  made  and  a 
wrong  attitude  of  mind  created  among  the  students  much  harm  may  be 
done. 


211 


PROGRAM    OP    WORK 


Three  forty  minute  periods  should  be  required  each  week. 

In  the  following  outline  these  three  periods  are  marked  1,  2,  3,  and 
the  days  on  which  different  work  is  done  may  be  arranged  by  the 
teacher. 


NINTH  GRADE 

FIRST    HALF   YEAR 

September-October. 

1.  Tennis  (See  reference  25a)  or  Volley  Ball  (See  reference  26b). 

2.  Same  as  1. 

3.  Rhythmic  exercises. 

November-December-January. 

1.  Swimming,  if  possible,  otherwise  a  repetition  of  2  and  3. 

2.  Formal  gymnastics. 

3.  Rhythmic  exercises. 

SECOND    HALF    YEAR 

Febru  ary-Mar  ch- A  pril . 

1.  Same  as  November,  December,  January. 

2.  Same  as  November,  December,  January. 

3.  Same  as  November,  December,  January. 

May-June. 

1.  Same  as  September  and  October. 

2.  Wand  exercises. 

3.  Rhythmic  exercises. 

RHYTHMIC   EXERCISES 

Elite  Schottische. 

_4_ 

Music:  Any  good  4  time.  Examples,  "Just  tell  ine  that  you 
miss  me,"  "High  Jinks.") 

Formation:  In  couples  around  room,  facing  all  one  way,  in  large 
circle.  Inside  girl  puts  arm  about  waist  of  outside  girl,  clasping  the 
outside  hand  of  this  girl,  other  hands  are  joined  in  front  of  body. 

Fig.  1.  Step  forward  on  L  foot,  raising  the  R  foot  backward  (1), 
hold  (2),  step  backward  on  R  foot,  raising  L  forward  (3-4).  Repeat 
these  two  steps  (1-4).  This  is  a  swaying,  springing  movement.  Walk 
backward  L,  R,  L,  (1-3).  Raise  R  foot  forward  on  (4).  Repeat  all  of 
above,  putting  R  foot  forward,  and  beginning  the  walking  steps  back- 
ward with  the  R  foot. 

Fig.  2.  Walk  diagonally  forward  to  left,  beginning  with  L  foot,  three 
steps  (1-3).  Raise  R  foot  forward,  crossing  it  over  somewhat  in  front 
of  L  (4).  Walk  diagonally  forward  to  right,  beginning  with  R  foot 
and  raising  L  across  in  front  of  R  foot  on  fourth  count  (1-4). 


212 

Fig.  3.  Step  sidewise  with  L  foot  (1),  step  backward  with  K  foot 
(2),  step  sidewise  with  L  foot  (3),  step  forward  with  R  foot  (4).  Re- 
peat (1-4).  The  body  is  turned  a  little  in  this  step,  so  that  the  move- 
ment is  somewhat  diagonal,  and  the  feet  wind  about  so  that  the  step  is 
sometimes  called  a  "grape-vine." 

Repeat  the  exercise  as  many  times  as  desired.  Note :  In  order  to  avoid 
interference  with  other  couples  it  is  well  to  start  the  steps  each  time  so 
as  to  get  as  much  to  outside  of  room  as  possible. 

JAPANESE   GIRLS 

(Music,  "Geisha  Girl") 

Note:  This  is  arranged  with  a  view  to  having  parasols  in  hands  but 
may  be  done  without.  16  or  32  girls  is  best  number.  Partners  are 
used  for  some  figures.  Run  into  a  circle  with  little  mincing  steps,  fac- 
ing outward  on  end  of  some  strain,  ready  to  begin  the  exercise. 

1.  Run  forward  six  steps  and  run  in  place  up  to  16  counts,  turning 
toward  partner  on   16th  count  and  continuing  to  run  in  place  up  to 
count  (32). 

2.  Step  to  R  (1),  put  L  foot  behind  and  bending  knees  make  curtsy 
(2).     Repeat  L   (3-4).     Repeat  R  and  L    (5-8).     Put  R  shoulders  to- 
gether and  turn  around  with  partner  in  place   (1-16).     Repeat  all  this 
figure,  and  all  face  outward  in  single  circle  on  last  count. 

3.  Nos.  1  go  forward,  Nos.  2  backward  eight  little  steps,  then  hop 
with  feet  together  twice  on  alternate  counts,  then  four  times  on  every 
count   (1-16).     Repeat  all   (1-32),  face  to  left  at  finish. 

4.  The  players  are  now  considered  as  in  groups  of  eight  and  each 
of  these  groups  runs  around  in  a  small  circle  by  itself  (1-16),  then  turn 
to  partner  and  execute  the  turn  described  In  Ex.  2,  with  R  shoulders 
touching  (1-16). 

5.  Each  group  of  eight  is  now  considered  as  divided  into  two  groups 
of  four  and  from  the  single  circle,  the  leader  of  each  line  of  four,  in 
other  words  every  fourth  girl  of  the  circle,  runs  to  center  of  circle  fol- 
lowed by  the  three  behind  her.     At  the  end  of  a  strain  either  on  16  or 
32,  the  leaders  sit  tailor  fashion  facing  center,  the  second  girl  kneels  be- 
hind the  first,  the  third  bends  knees  a  little,  the  fourth  stands  erect. 
This  gives  a  four  or  eight  point  star. 

6.  In  this  position  some  arm  thrustings  are  taken  forward  and  side- 
wise  alternately  for  16  counts,  also  some  head  ben  dings   (1-16).     If  a 
parasol  is  used  it  is  laid  at  side  while  this  is  being  done.     In  all  the 
exercise  the  hands  are  carried  in  front  of  shoulders,  all  fingers  closed 
except  the  forefinger  which  points  upward. 

7.  When  as  many  exercises  have  been  taken  in  this  star  formation 
as  teacher  directs,  girls  rise,  turn  about,  run  a  short  distance,  say  8 
or  16  counts,  and  prostrate  themselves  on  knees  with  forehead  touch- 
ing floor.     Remain  there  eight  counts,  then  rise  and  run  off. 


?  »  '  t  ..  1 

p  — 

j  

9  —  ' 

=            J      y    Jl 

F^ 

•  r  j  ..  J 

^j  r  j  i 

-\ 

i— 

9 

-      Y 

0— 

»  y  ^  I  T  f 

-L 

-1   T  '  3 

9t9    r    v  — 

Formation :  Double  circle,  partners  standing  side  by  side  and  facing 
"clockwise"  (direction -hands  of  clock  go).  During  four  measures  of 
introduction,  stand  with  foot  farthest  from  partner  touched  daintily 
forward  and  inside  hands  joined.  The  exercise  is  described  for  outside 
girl.  For  other  it  would  always  be  the  opposite  foot  or  arm. 

Fig.  1.  Meas.  1,  step  forward  L  foot  (1)  hold  (2) 
Meas.  2,  step  forward  R  foot  (3)  hold  (4) 
Meas.  3,  step  forward  L  foot  (5)  hold  (6) 
Meas.  4,  Point  R  toe  daintily  forward  (7) 
Turn  and  nod  to  partner  (8) 


214 

Meas.   (5-8).     Kepeat,  starting  with  R  foot. 

Meas.  (9-12).  Repeat,  starting  with  L  foot  and  turning  and 
going  ^  directly  away  from  partner  first  six  counts  as  in  previous  steps, 
but  on  (7)  leaving  the  feet  in  walking  position,  turn  half  a  turn  to  the 
L  which  brings  partners  facing  each  other,  but  apart.  Bow  from  hips  to 
partner  (8). 

Meas.  (13-16).  Starting  toward  partner,  take  same  steps,  beginning 
with  R  foot,  counts  (7)  and  (8)  being  like  first  two  times  of  taking. 

Fig.  2.  Meas.  (17-24).  Step  sidewise  with  L  foot,  raising  R  arm 
sidewise  (1),  hold  (2).  Point  R  toe  forward  and  clasp  partner's  R 
hand  (3-4).  Repeat,  starting  R,  with  L  arm  raised  (5-8).  Step  side- 
wise  L  and  clasp  R  hands  (1).  Clasp  L  hands  (2).  Bring  both  hands, 
still  clasped,  sharply  down  and  bring  R  foot  in  beside  L  (3),  hold  (4). 
Inside  girl  stands  in  place  and  turns  outside  girl  under  around  under 
her  own  arm  (5-8). 

Meas.  (25-32).  Taking  both  partner's  hands  circle  around  with 
change  step  getting  back  into  large  circle  on  last  count  (16). 

During  the  next  strain,  the  Interlude,  Meas.  (1-4),  outside  girls  pre- 
tend to  run  away  from  inside  ones  and  skipping  back  of  them  run  to 
center  of  circle,  where  they  join  hands  and  kneel,  pretending  to  talk  to 
each  other. 

Meas.  (5-8).  The  other  girls  discover  their  absence  and  look  around, 
finally  running  to  center  taking  them  by  the  hand,  and,  Meas.  (9-12), 
running  back  to  outer  circle  again. 


FORMAL  GYMNASTICS       , 

Every  lesson  in  formal  gymnastics  should  include  exercises  which 
will  train  good  posture,  and  no  exercise  leaving  a  bad  effect  upon  pas- 
ture should  be  given,  no  matter  what  its  other  values  may  be.  There 
should  be  exercises  of  sufficient  muscular  work  to  forcibly  stimulate 
the  circulation  and  respiration  and  so  give  the  proper  hygienic  value 
to  the  lesson.  The  chief  value  of  some  of  the  exercises  should  be  to 
bring  about  a  better  coordination  and  ability  to  adjust  the  body  with  re- 
lation to  outside  objects. 

PLAN   OP    LESSON 

1.  Introductory  exercises. 

2.  Breathing  exercises. 

3.  Arm  exercises. 

4.  Balance  exercises. 

5.  Trunk  exercises. 

(a)  Shoulder  blade  and  back. 

(b)  Abdominal  and  lateral  trunk. 

6.  Precipitant  exercises. 

7.  Breathing  exercises. 

If  apparatus  work  is  to  be  added,  climbing  exercises  may  be  put  in 
between  3  and  4,  trunk  exercises  and  jumps  and  vaults  between  5  and  6. 

1.  Introductory  exercises — From  simple  facings  and  march  steps 
and  quick  changes  of  one  count  arm  exercises  to  combined  serial  exer- 
cises. 


215 

2.  Breathing  exercises — All   chest   liftings  done   in  slow  breathing 
rhythm. 

3.  Arm  exercises — Using  shoulders — firm  as  a  starting  position  give 
extensions  in  all  directions  except  forward. 

4.  Balance  exercises — (a)  Rhythmical — Simple  pointings,  steps,  cuts 
and  hops  in  various  combinations  with  or  without  music.     Teach  the 
steps  to  be  used  later  in  the  folk  dances,      (b)   Non-rhythmical — Sus- 
tained balance  exercises. 

5.  Trunk  exercises — (a)    Shoulder  blade  and  back.     Give  work  for 
the  contraction  of  the  upper  back  muscles  by  means  of  the. different  firm 
positions  of  the  arms.     Increase  the  difficulty  by  taking  these  positions 
while  the  trunk  is  held  in  the  proper  position  of  trunk  forward  bend. 
All  lunges  and  bendings  of  the  trunk  forward  from  various  starting 
positions,      (b)      Abdominal    and    lateral    trunk    exercises.      Progress 
slowly  and  carefully.    Trunk  bending  sideways  and  twisting  from  vari- 
ous starting  positions  and  inclining  trunk  backward  from  kneeling  and 
sitting  positions. 

6.  Precipitant  exercises — All  running  and    jumping,    vaultrhg    and 
quick  balance  exercises  such  as  cut  steps. 

7.  Same  as  2. 

A  careful  progression  in  each  group  of  exercises  should  be  carried  out 
from  day  to  day,  but  inasmuch  as  trained  teachers  of  physical  educa- 
tion are  to  have  charge  of  high  school  pupils  we  do  not  think  it  neces- 
sary to  go  more  into  detail.  We  advise  the  use  of  all  exercises  in  the 
seventh  and  eighth  grades  of  this  Course  and  that  the  same  general 
method  of  progression  be  used  in  the  more  advanced  high  school  work. 
As  far  as  possible  use  the  same  nomenclature. 

WAND    EXERCISES 

Wands  are  easily  and  cheaply  obtained,  and  the  great  variety  of 
movements  that  can  be  made  with  them  gives  them  great  interest  when 
taken  with  musical  accompaniment. 

Music:  Waltz,  a  full  measure  for  each  count.  Take  each  exercise 
16  or  32  counts,  and  where  it  is  described. on  one  side  only,  alternate  it. 


Starting  position 

Exercise  1.     Swing  wand  forward   (1),  swing  down   (2),  swing  for- 
ward upward  (3),  swing  down   (4).     Alternate  16  or  32  counts. 


216 

Exercise  2.  Swing  W  horizontal  on  R  and  touch  E  toe  at  side  (1), 
swing  W  overhead,  both  arms  high,  and  replace  foot  (2),  swing  W 
horizontal  on  L  and  touch  L  toe  at  side  (3),  position  (4). 


Exercise  3.  Place  R  foot  forward  (half  the  weight  on  it)  and  raise 
W  forward  (1),  turn  on  the  balls  of  the  feet  90°  to  the  left  and  point 
the  W  diagonally  backward  downward  on  the  R  side,  (2).  (This 
makes  the  R  arm  straight  and  the  left  hand  in  front  of  the  R  shoulder.) 
Return  to  position  taken  on  1,  (3),  position  (4). 

Exercise  4.  Swing  W  forward  and  place  R  foot  forward  (1),  kneel  on 
L  knee  and  bringing  R  hand  on  front  of  L  shoulder,  point  W  forward 
(2),  return  to  position  taken  on  1,  (3),  position  (4). 


Exercise  5.  Raise  W  forward  and  touch  R  toe  forward  in  step  posi- 
tion (1),  turn  W  over  until  it  is  again  in  horizontal  position,  with  arms 
crossed,  and  draw  toe  backward  until  it  is  in  front  of  the  arch  of  L  foot 
(2),  turn  W  back  to  position  taken  on  1,  and  touch  toe  forward  again 
(3)  position  (4). 


217 


Exercise  6.  Touch  R  toe  at  side  and  swing  W  to  horizontal  position 
on  R  (1).  Put  all  weight  on  R  foot,  and,  raising  R  arm,  swing  W  up 
and  across,  bending  trunk  slightly  to  L  (2),  return  to  position  taken 
on  1  (3),  position  (4). 


Exercise  7.  Swing  W  to  vertical  position  on  R  side,  Fig.  5), 
R  arm  up  beside  head,  and  touch  R  toe  at  side  (1),  swing  W  overhead, 
both  arms  up,  and  replace  foot  (2),  swing  W  into  vertical  position  on 
L  side,  L  arm  beside  head  and  touch  L  toe  at  side  (3),  position  (4). 

Exercise  8.  Take  R  forward  fallout  and  raise  W  forward  (1),  swing 
W  around  behind  body  to  L,  looking  over  R  shoulder  (2),  return  to 
position  taken  on  1  (3),  position  (4). 

Exercise  9.  Cross  R  foot  over  in  front  of  L,  just  touching  the  toe, 
lift  L  arm  until  hand  is  in  front  of  R  shoulder  and,  swinging  R  arm 
partly  across  body,  point  wand  toward  toe  which  is  crossed  over,  posi- 
tion (2). 


218 


Exercise  10.  Swing  W  horizontal  on  R  side  and  touch  L  toe  at  side 
(1).  Transfer  weight  to  L  foot,  lift  R  foot,  and  turning  on  ball  of 
L  foot  90°  to  left,  take  a  R  forward  fallout  in  that  direction,  and, 
lifting  R  arm,  swing  W  over  in  a  large  curve  until  it  points  to  floor  in 
front  of  R  foot,  L  hand  remaining  in  front  of  R  shoulder,  (2),  return  to 
position  taken  on  1,  (3),  position  (4). 

Exercise  11.  Place  R  foot  forward,  half  the  weight  on  it,  and  raise 
W  forward  (1),  turn  on  balls  of  both  feet  90°  to  L  and  bring  R  hand 
in  front  of  L  shoulder,  pointing  W  forward  (2),  return  to  position  taken 
on  1  (3),  position  (4). 

Exercise  12.  Fallout  on  R  side,  W  raised  to  horizontal  position  on 
L  (1),  kneel  on  L  knee,  turning  body  90°  toward  R,  and  swing  W  over, 
pointing  it  forward  with  L  hand  in  front  of  R  shoulder  (2),  return  to 
position  taken  on  1  (3),  position  (4).  (Reference  4B.) 


TENTH  GRADE 

FIRST    HALF    YEAR 

FORMAL  GYMNASTICS 

The  instructor  should  continue  the  formal  exercises  along  the  same 
lines  as  in  the  first  year,  a  sufficient  amount  being  given  to  maintain 
good  posture  when  it  is  evident  that  the  classes  need  it. 

September-October. 

1.  Tennis,  hockey,  walking  or  volley  ball  (see  reference  25a,  b,  e). 

2.  Military  marching   (see  reference  25c)   and  club  swinging. 

3.  Rhythmic  and  Formal  Exercises. 

November-December-January. 

1.  Basket  ball   (see  reference  25d). 

2.  Club  swinging  and  military  marching. 

3.  Rhythmic  Exercises. 


219 

SECOND    HALF    YEAH 

February-March-April. 

1.  Basket  ball. 

2.  Grace  hoops. 

3.  Rhythmic  Exercises. 

May- June. 

1.  Tennis,  volley  ball,  or  walking. 

2.  Tennis,  volley  ball,  or  walking. 

3.  Rhythmic  Exercises. 


RHYTHMIC  EXERCISES 

COURT  MINUET 

(Music,  Minuet  by  Mozart.) 

Description  of  Step: 

Touch  L  toe  lightly  forward  (1).  Lift  L  foot,  rise  on  R  toe  slightly 
and  with  a  slight  spring,  without,  however,  allowing  R  toe  to  leave 
floor,  set  L  foot  further  ahead  putting  weight  on  it  and  leaving  just 
tip  of  R  toe  touching  behind  (2).  Hold  position  (3). 

Description  of  Curtsy: 

Place  R  toe  as  far  back  as  possible,  gradually  letting  weight  settle 
on  it  and  bend  this  knee  as  low  as  possible,  at  same  time  incline  body 
forward  from  hips  as  far  as  can  be  done  without  dropping  the  head. 
Never  show  your  partner  the  top  of  the  head,  face  always  lifted.  This 
is  prolonged  through  three  counts,  and  position  is  regained  with  three 
more.  No.  1  will  refer  to  the  left  person  of  each  couple. 

Fig.  1.  No.  1  curtsies  with  L  foot  back,  No.  2  with  R  foot  back 
(1-6  counts),  turning  toward  partner.  (In  all  curtsies  the  same  foot  is 
used  as  stated  above).  Curtsy  to  corners  (1-6).  Nos.  1  and  2  take  in- 
side hands  and  take  three  minuet  steps  beginning  with  foot  farthest 
from  partner,  as  in  curtsy,  toward  center  of  set  (1-6)  and  (1-3),  then 
hold  position,  looking  at  partner  (4-6).  (In  all  figures  where  possible 
partners  look  at  each  other.)  Curtsy  to  person  opposite  (1-6),  turn  and 
go  back  to  place  with  minuet  steps  (1-6),  (1-3),  hold  (4-6).  Curtsy  to 
partners  (1-6). 

Fig.  2.  Join  R  hands  high,  point  L  toe  forward  just  touching  floor, 
and  bending  body  outward,  look  under  arms  at  partner,  hold  (1-6), 
curtsy  (1-6),  join  L  hands  and  point  R  toe  forward  (1-6),  curtsy  (1-6). 

Fig.  3.  Nos.  2  go  to  center  just  as  described  in  Fig.  1,  returning  to 
places  and  curtsying  to  partner,  No  1  just  looking  at  partner  and  she 
over  shoulder  at  No.  1. 

Fig.  4.  Grand  chain.  (Grand  right  and  left.)  Give  R  hand  to  part- 
ner and  L  hand  to  next  person  you  meet  in  going  around  set.  This  is 
done  with  minuet  step,  take  three  steps  (1-6),  (1-3),  then  hold  (4-6)  as 
before.  Keep  partner's  hand  as  long  as  possible  looking  over  R  or  L 
shoulder  according  to  which  arm  is  extended  back,  slowly  drop  arms 
while  holding  the  three  counts  indicated  above  and  then  begin  minuet 


220 

steps  again  as  before.  When  partner  is  reached  join  R  hands  and  hold 
(1-6),  then  curtsy  (1-6),  and  proceed  around  set  until  original  place  is 
reached,  when  again  partners  join  K  hand  and  hold  (1-6),  then  curtsy 
(1-6). 

Fig.  5.     Join  L  hands.     No.  2  sidesteps  to  L  in  front  of  No.  1,  point 
ing  R  toe  on  count   (3).      (Step  L,  follow  with  R  and  step  L  again). 
No.  1  takes  same  step  to  R  passing  behind  No.  2,  the  joined  arms  are 
down  behind  No.  27s  back,  hold   (4-6),  then  return  to  places.     Repeat, 
then  curtsy. 

Fig.  6.  No.  1  goes  to  center  of  set  with  three  minuet  steps  (1-6), 
(1-3),  hold  (4-6).  Join  R  hands  with  person  opposite  and  pass  half 
way  around  set  in  a  star  figure,  reverse  direction,  join  L  hands  and  re- 
turn, dropping  "hands  when  opposite  partner,  returning  to  her  and 
curtsying.  This  is  all  done  with  minuet  steps,  holding  always  three 
counts  after  each  group  of  three  steps. 

Fig.  7.     Grand  chain  as  described  in  Fig.  4. 

Pupils  standing  in  regular  class  formation. 

Exercise  1.  (1)  Hop  1  and  rse  r  leg  f — (2)  hop  1  and  sw  r  leg  s— 
(3)  spring  to  r  foot  and  rse  1  leg  b — (4)  hop  r  and  hold  1  leg  in  same 
position — (5  to  12)  repeat  the  preceding  r  and  then  1 — (13)  spring  into 
stride  position  sidewise  (14)  spring  with  feet  together — (15)  hop  1  and 
swing  r  forward — (16)  hop  1  and  bend  r  knee  at  right  angles,  knee 
raised  high. 

Movements  13  to  16  make  what  is  called  the  "Break,"  and  this  is  the 
finish  for  each  exercise  of  the  lilt. 

Exercise  2.  (1)  Hop  1  and  tap  r  toe  f — (2)  hop  1  and  strike  r  heel  in 
place  of  toe — (3)  hop  1  and  tap  r  toe  behind  1  heel — (4)  hop  1  and  rse 
r  leg  f— (5  to  12)  repeat  r  and  then -1— (13  to  16)  "break." 

Exercise  3.     (1)  Hop  1  and  rse  r  leg  s — (2)   hop  1  and  sw  r  leg  f— 

(3)  hop  1  and  quickly  flex  and  extend  r  knee — (4)   repeat    (3)  —  (5  to 
12)   repeat  r  and  then  1— (13  to  16)   "break." 

Exercise  4.  (1)  Hop  1  and  tap  r  toe  s,  toeing  in — (2)  hop  1  and 
strike  r  heel  in  place  of  toe — (3)  hop  1  and  tap  r  toe  behind  1  heel— 

(4)  hop  1  and  rse  r  leg  s — (5  to  12)   repeat  r  and  then  1 — (13  to  16) 
"break." 

Exercise  5.  (1)  Hop  1  and  tap  r  toe  f — (2)  hop  1  and  rse  r  leg  f— 
(3)  spring  on  r,  crossing  it  over  in  front  of  1  and  rse  1  leg  b — (4)  hop 
r  and  rse  1  leg  f— (5  to  12)  repeat  r  and  then  1— (13  to  16)  "break." 

Exercise  6.  (1)  Hop  1  and  strike  r  heel  f — (2)  change  to  same  pos 
with  1  heel  f — (13  to  14)  change  r  and  1  alternately  as  in  the  preceding 
— '(15  and  16)  stamp -1,  r,  and  1  in  the  time  of  two  counts. 


221 


IRISH  WASHERWOMAN. 


_•_ •__  j_?_-±£ — ? ^tJ^E—        -_j 


f> 


=*= 


=F= 


.  «      •        * 


1" 


f       1    -I 3-'] 


fcSE? 


222 


RUSSIAN  POLONAISE 


Intvo. 


to* 

Tt J-i 


rt^PHi 

r-J  !  -j^- 

\  j  ;  f 

i  J~TT~]  i 

<rTi   ii 

=5  —  gat 

r^A  r""3  —  4- 

J^i 
—sf  —  i  —  j- 

^^ 

—  TS  —  —  S~ 

—  t  —  *^ 

^^ 
rl  J 

Formation:  Partners  in  double  circle  around  room,  facing  each 
other.  Stand  with  arms  at  side  during  introduction.  Inside  girl  will 
be  called  No.  1,  outside  No.  2. 

Fig.  1.  Meas.  1-8.  No.  1  crosses  arms  over  chest  (1),  hold  (2),  ex- 
tend forward  (3-4),  to  sides  (5-6),  touch  fingers  overhead  (7),  arms  at 
sides  (8).  No.  2  repeats  same  (9-16). 


223 

Fig.  2.  Meas.  9-16.  R  forward  diagonal  fallout,  arms  extended  diag- 
onally backward  downward  L  (1),  Hop  on  R  foot  (2).  L  forward  diag- 
onal fallout,  arms  extended  diagonally  backward  downward  R  (3). 
Hop  on  L  foot  (4).  This  brings  partners  past  each  other  back  to  back. 
Now  walk  backward  to  place  bringing  feet  together  (5-8).  Pass  around 
partner  in  executing  this  figure.  Lock  R  arms  with  partner,  curve  L 
arms  overhead  and  circle  around  with  "lame"  step  (9-16).  Description 
of  "lame"  step :  Step  forward  with  R  foot  on  first  count,  hop  onto  L  foot 
stepping  immediately  onto  R  foot  on  second  count. 

Fig.  3.  Meas.  17-32.  No.  1  passes  arm  around  waist  of  No.  2,  No.  2 
resting  L  hand  on  No.  1's  R  shoulder,  outer  arms  curved  high  overhead. 
With  outer  foot  leading  skip  around  circle  (1-24)  and  then  take  "lame" 
step,  as  in  preceding  figure  (25-32). 

Fig.  4.  Meas.  9-16.  Skip  sidewise  R  (1-4),  sidewise  L  (5-8),  "lame" 
step  (9-16).  Repeat  figure  to  same  measures. 

Fig.  5.  At  conclusion  of  Fig.  4,  all  swing  into  a  single  circle  facing 
inward  with  hands  joined.  Meas.  17-32.  Skip  sidewise  R  (1-8)  on 
eighth  count,  leap  and  give  Russian  call  "Ki,"  repeat  to  L  (9-16),  "lame" 
step,  (1-12),  finish  with  "attitude"  and  hold  for  last  two  measures. 

In  "attitude"  raise  outer  arm  forward  and  strike  outer  heel  at  side, 
looking  at  partner. 

INDIAN   CLUB   LESSONS 

The  following  ten  lessons  in  club  swinging  are  intended  merely  to  sug- 
gest an  order  of  progression  in  the  swings,  which  has  been  proven  to 
be  satisfactory.  There  is  such  a  large  number  of  combinations,  the  two 
hands  executing  different  swings  at  same  time,  and  also  combinations 
with  body  movements,  that  this  outline  must  at  best  be  considered  sug- 
gestive only.  (See  references  4b  and  26.) 

Lesson  I. 

Rest  Position:  Handles  of  clubs  resting  in  hands,  hands  in  front  of 
hips,  clubs  pointing  backward  and  upward.  Active  Position:  Hands 
in  front  of  shoulder,  clubs  erect.  Fig.  1.  From  active  position, 
swing  clubs  upward  and  outward  around  to  position  again.  R,  L,  and 
both.  Fig.  2.  Same  inward.  Same  parallel  to  R  and  to  L. 


Fig.    1. 


224 


Fig.    2. 

Lesson  II. 

Review   (always  necessary)   and  add  lower  front  circles  out  and  in, 
one  hand  only. 

Lesson  III. 

Front  shoulder  circles,  II  and  L  outward.    Both  outward.    Pendulum 
swing,  both  outward. 

Lesson  IV. 
Parallel  pendulum  swing,  plain,  then  add  lower  front  circles. 


Fig.   3. 


225 


•   Lesson  V. 

Eeel,  or  alternates,  one  hand  plain  swing;  other  front  shoulder  circle, 
outward.    Inward  front  shoulder  circles  E,  L,  both. 

Lesson  VI. 

Back  shoulder  circles,  E  and  L  outward  and  inward.    Both  outward. 
Fig.  3. 

Lesson  VII. 
Both  inward  with  back  shoulder  circle.     Parallel  E  and  L  in  same. 


Fig.   4. 

Lesson  VIII. 
Large  reel  inward,  large  swings  and  back  shoulder  circles. 

Lesson  IX. 
Lower  back  circles,  behind  body,  E  and  L  outward  and  inward. 

Lesson  X. 
Combinations  with  previous  circles,  "Coffee  Grind,"  "Mill  Wheel." 

HOOP  DRILL 
(Music,  "The  Shepherd  Boy"  or  a  Waltz.) 

The  hoops  used  in  this  drill  are  light  weight,  3  feet  in  diameter. 
They  may  be  obtained  of  any  dealer  in  gymnasium  supplies,  or  rough 
ones  could  be  made  by  a  carpenter,  and  then  wound  with  colors. 

29 


226 


SERIES    I. 

Hoop  held  in  right  hand,  resting  on  floor  at  K  side. 
Exercise  1.    Hoop  in  front  as  in  Fig.  1  (Called  "Position.'?) 


Fig.   1. 


Exercise  2.    By  holding  right  hand  firm  and  sliding  left,  take  position 
of  Fig.  2.  (Called  "Divide.") 


227 


Exercise  3.     Raise  hoop  until  face  is  in  centre,  as  in  Fig   3     This  is 
called  "Frame." 


Fig    3. 


Exercise  4.     Hoop  overhead  as  in  Fig  4. 


Fig.    4. 


228 


Exercise  5.     Slip  hoop  down  over  body  as  in  Fig.  5. 


Fig.    5. 

Exercise  6.     Hoop  again  as  in  Fig.  4. 

Exercise  7.     "Frame."     (Fig.  3.) 

Exercise  8.     "Divide."     (Fig.  2.) 

Exercise  9.  "Archer"  position,  right  arm  straight  out,  left  elbow  bent, 
body  turned  toward  the  rear  in  a  Blunge."  The  right  foot  is  lifted  and 
placed  back  of  the  left  a  distance  equal  to  three  foot  lengths,  the  right 
knee  bent  to  a  right  angle.  Posture  such  as  one  might  take  with  bow 
and  arrow  if  aiming  at  a  target,  at  the  rear.  Fig.  6  shows  the  position. 


Exercise  10.     "Divide" 
in  Exercise  9.) 
Exercise  11. 
Exercise  12. 
Exercise  13. 
Exercise  14. 
Exercise  15. 
Exercise  16. 


(Fig.  2),   (Spring  back  quickly  from  position 


Same  as  exercise  9,  but  with  left  foot  and  arm. 

"Position"  (Fig.  1.) 

"Divide"   (Fig.  2.) 

"Frame"  (Fig.  3.) 

"Divide"   (Fig.  2.) 

"Position"    (Fig.  1.) 


229 


SERIES  II. 

Exercise  1.  Swing  hoop  diagonally  upward  in  right  hand,  (the  free 
unoccupied  hand  is  always  on  hip),  and  place  the  right  foot  three  foot 
lengths  outward,  i.  e. — half  way  between  front  and  side,  bending  right 
knee  to  right  angle.  (This  is  called  a  lunge.) 

Exercise  2.     Swing  hoop  down  until  it  rests  on  floor. 

Exercise  3.     Same  as  Exercise  1. 

Exercise  4.     "Position." 


Exercises 


same  as 


on  left  side. 


Exercise  9.     Same  as  Exercise  1,  but  the  right  foot  is  placed  three 
foot  lengths  directly  to  the  side. 

Exercise  10.     Hoop  toward  floor  in  this  position. 
Exercise  11.     Same  as  Exercise  9. 
Exercise  12.     "Position"   (Fig.  1.) 


Exercises 


same  as 


on  left  side. 


SERIES  III. 

Exercise  1.  Same  as  Exercise  1,  Series  II. 

Exercise  2.  Straighten  right  knee,  bend  left,  letting  all  the  weight 
sway  back,  and  bring  hoop  to  shoulders. 

Exercise  3.  Same  as  Exercise  1. 

Exercise  4.  "Position."     Fig  1. 

Exercise  5.  "Frame." 

Exercise  6.  Bend  body  forward  from  the  hips  as  in  Fig.  7. 


Fig.    7. 

Exercise  7.     Same  as  Exercise  5. 


230 


Exercise  8.     "Position.' 


Exercises 


Exercises 


same  as 


same  as 


on  left  side. 


1 
2 
3 
4 

5 

6 

7 
8 

SERIES    IV. 

Exercise  1.     Lift  right  foot  and  extend  through  hoop. 

Exercise  2.     Place  right  foot  on  the  floor  in  front  of  hoop. 

Exercise  3.     Same  as  Exercise  1,  using  left  foot. 

Exercise  4.     Place  left  foot  beside  right. 

Exercise  5.     Swing  hoop  up  until  it  rests  on  back  of  neck. 

Exercise  6.  Take  a  forward  '"lunge'',  lifting  right  foot  and  placing 
it  with  knee  bent,  three  foot  lengths  ahead  of  where  it  was. 

Exercise  7.  Instead  of  bringing  this  foot  back  beside  the  other,  bring 
the  left  foot  up  beside  it,  at  the  same  time  turning  toward  the  right  90°. 

Exercise  8.  Take  another  "lunge"  facing  in  this  new  direction,  using 
right  foot  in  advance  as  before. 

Exercise  9.  Bring  left  foot  up  beside  right,  turning  another  90°, 
which  brings  the  class  facing  opposite  way  from  starting  position. 

Exercise  10.     Another  "lunge"  with  right  foot. 

Exercise  11.     Another  advance  with  90°  turn. 

Exercise  12.     Another  "lunge"  with  right  foot. 

Exercise  13.  Another  advance  with  90°  turn,  bringing  class  facing 
same  direction  as  at  first. 

Exercise  14.     Drop  hoop  to  floor  as  in  Exercise  4. 

Exercise  15.     Step  backward  through  hoop  with  right  foot. 

Exercise  16.     Same  with  left,  bringing  to  "position." 

SERIES  v. 

Exercise  1.     Hoop  overhead. 

Exercise  2.  Cross  right  foot  in  front  of  left  and  whirl  to  the  left  until 
facing  opposite  way,  heels  off  of  floor. 

Exercise  3.     Sink  heels. 

Exercise  4.     "Position." 

Exercise  5.  Take  a  "lunge"  with  right  foot  three  foot  lengths  directly 
at  side,  and  hoop  over  right  shoulder,  as  in  Fig.  8. 


231 

Exercise  6.  Swing  hoop  to  same  position  on  opposite  shoulder, 
straighten  right  knee  and  bend  left.  This  gives  exact  position  of  Fig. 
8  bnt  on  left  side. 

Exercise  7.     Same  as  Exercise  5. 

Exercise  8.     ''Position." 

Exercise  9.     Same  as  Exercise  1. 

Exercise  10.  Same  as  Exercise  2,  but  cross  left  foot  in  front  of  right, 
and  whirl  to  right  until  facing  opposite  way. 

Exercise  11.     Sink  heels. 

Exercise  12.     ''Position." 

Exercise  13.  Same  as  Exercise  5,  but  starting  with  left  foot  placed 
out  at  side  and  hoop  over  left  shoulder. 

Exercise  14.     Sway  to  opposite  side,  changing  hoop  to  right  shoulder. 

Exercise  15.     Same  as  Exercise  13. 

Exercise  16.     "Position." 

SERIES  VI. 

Exercise  1.     Hoop  in  right  hand  as  in  Fig.  9. 


Fig.    9. 


Exercise  2.     Hoop  raised  shoulder  high  as  in  Fig.  10. 


Fig.    10. 


232 


Exercise  3.     Hoop  in  both  hands,  overhead  as  in  Fig.  11. 


Fig.    11. 

Exercise  4.     Hoop  in  left  hand,  and  extended  shoulder  high,  Fig.  10. 

Exercise  5.     Hoop  as  in  Fig.  9,  on  left  side. 

Exercise  6.     "Position"   (Fig  1.) 

Exercise  7.  Kemove  left  hand  and  swing  hoop  around  behind  body, 
resting  lower  edge  on  floor  and  replacing  left  hand,  like  "Position"  with 
hoop  behind  body. 

Exercise  8.  Kemove  right  hand  and  with  left  swing  around  in  front, 
replacing  right  hand. 

Exercise  9.  Take  the  "archer"  position  as  in  Fig.  6  but  the  "lunge" 
taken  by  placing  the  right  foot  ahead  three  foot  lengths,  knee  bent. 

Exercise  10.     "Divide." 

Exercise  11.  Same  as  Exercise  9,  but  left  foot  forward  and  archer 
position  with  left  arm. 

Exercise  12.     "Divide." 

Exercise  13.     "Position." 

Exercise  14.     "Divide." 

Exercise  15.     "Frame." 

Exercise  16.     "Position." 


SERIES  VII. 

Exercise  1.  "Archer"  position  with  right  hand,  and  right  foot  placed 
to  rear  as  in  Fig.  6. 

Exercise  2.  Sway  body  over,  straightening  right  knee  and  arm 
straight  up. 

Exercise  3.     Same  as  Exercise  1.    • 

Exercise  4.     "Position." 


233 

Exercise  5.  Raise  left  leg  diagonally  backward  and  right  arm  diago- 
nally upward,  holding  as  a  balance  exercise  for  Exercises  6  and  7.  Fig. 
12.  ' 


Fig.    12. 

Exercise  8.  .  "Position." 

Exercise  9.     "Archer"  position  to  rear,  left  hand  and  left  foot  back- 
ward. 

Exercise  10.     Same  as  Exercise  2,  swaying  to  opposite  knee. 
Exercise  11.     Same  as  Exercise  9. 
Exercise  12.     "Position." 


13    j  I     5 

Exercises  4    t  K    \  same  as 

JLO 

16  8 


,  hoop  in  left  hand,  right  leg  raised. 


SERIES  VIII. 

Exercise  1.     Kneel  on  right  knee,  hoop  resting  on  floor  as  in  Fig.  13. 


Fig.    13. 

Exercise  2.     "Archer"  position  to  right,  still  kneeling. 
Exercise  3.     "Frame." 


234 


Exercise  4.     Bend  head  backward,  swaying  trunk  slightly  backward 
from  the  knees. 

Exercise  5.  Same  as  Exercise  3. 
Exercise  6.  Same  as  Exercise  2. 
Exercise  7.  Same  as  Exercise  5. 


Exercise  8. 
Exercise  9. 
Exercise  10. 


"Position." 
Kneel  on  left  side. 
"Archer"  on  left  side. 


Exercises 


11 
12 
13 
14 
15 
16 


same  as 


on  left  knee. 


HIGH  SCHOOL— NINTH  AND  TENTH  GRADES 


PHYSICAL  TRAINING   FOR  BOYS 


INTRODUCTION 

In  the  adaptation  of  this  work  it  is  assumed  that  while  other  types 
of  physical  education  may  be  given  according  to  the  equipment  of  the 
high  school  and  the  training  of  the  physical  director,  only  a  minimum 
requirement  of  exercises  considered  most  essential  by  the  committee 
should  be  made  binding  upon  the  physical  directors  of  the  state. 

Where  other  lines  of  physical  work  are  carried  on,  it  has  been  as- 
sumed that  suggestions  as  to  the  best  types  of  work  should  be  presented 
in  brief  outline  form. 

PLACE 

Outdoor  athletic  fields,  playgrounds  and  gymnasium  large  enough  to 
accommodate  all  the  boys  in  the  high  school  should  be  assured. 

AMOUNT    OP    EXERCISE 

The  minimum  amount  of  exercise  prescribed  is  an  hour  a  day,  three 
days  a  week. 

CHARACTER  OF  THE  EXERCISE 

The  day's  program  should  include  a  small  amount  of  corrective  and 
educational  gymnastics,  but  should  consist  principally  of  recreative 
games  and  athletics. 

THE  TYPES  OF  EXERCISE 

Best  adapted  for  use  are  light  setting  up  exercises,  group  games, 
group  competition,  track  and  field  athletics,  tennis,  basket  ball,  indoor 
baseball  and  soccer,  outdoor  baseball  and  soccer,  relay  races  and  cross 
country  running,  and  swimming,  ice  hockey  and  other  ice  sports  when 
practicable. 


235 

The  light  corrective  exercises  should  be  of  the  type  outlined  for  the 
7th  and  8th  grades  in  this  volume,  including  marching  and  running. 
If  the  boys  have  had  these  exercises  in  the  grades,  they  may  be  reviewed 
to  advantage,  then  other  setting  up  exercises,  similar  to  those  used  in 
the  U.  S.  Army  may  be  employed,  or  if  the  gymnasium  is  furnished  with 
wands,  dumb  bells  or  clubs  of  light  weight,  exercises  which  bring  into 
play  large  groups  of  muscles  and  emphasize  correct  posture  .and  the  de- 
velopment of  the  respiratory  muscles  may  be  employed. 

The  group  games  should  be  of  a  vigorous  type,  the  athletics  not 
demand  too  high  a  degree  of  specialization.  No  heavy  competition 
should  be  encouraged  in  the  first  two  years  in  high  school. 

The  physical  director  should  encourage  the  use  of  the  less  highly 
organized  games,  those  having  few  rules  and  requiring  little  coaching, 
such  as  volley  ball  and  soccer. 

He  should  encourage  class  and  group  competition  for  boys  of  this 
age  rather  than  winning  a  place  on  interscholastic  teams.  Such  teams 
should  be  made  up  of  juniors  and  seniors  and  great  care  exercised  that 
these  boys  should  not  be  subjected  to  excessive  strain. 

In  a  thesis  prepared  at  the  International  Y.  M.  C.  A.  Training  School 
it  is  shown  that  the  interscholastic  record  breakers  are  rarely  heard 
from  in  college,  rarely  take  any  high  stand  in  athletics.  The  surplus 
energy  Avhich  should  have  been  spent  in  growth  and  development  has 
been  wasted  in  the  excessive  strain  of  competitive  sports.  These  con- 
clusions are  based  on  the  experience  of  thirty  leading  college  and  pre-' 
I  juratory  school  athletic  trainers. 

The  outline  of  major  games  and  athletics  is  not  intended  for  members 
of  interscholastic  teams  but  for  those  who  do  not  usually  become  mem- 
bers of  such  teams  or  get  into  athletics  at  all.  The  games  and  sports 
encouraged  are  those  which  tend  rather  to  encourage  the  development 
of  the  man  than  the  popularizing  of  a  game  for  the  sake  of  gate  re- 
ceipts and  the  entertainment  of  the  public. 

Heavy  competition  in  highly  organized  games  and  athletics  does  not 
have  general  recognition  as  a  safe  means  of  physical  education  for  high 
school  boys  especially  those  of  first  two  grades. 

Careful  physical  examination  should  be  required  for  admission  to  all 
interscholastic  athletic  teams  and  preliminary  training  for  at  least  three 
weeks  before  a  contest. 

The  mimetic  work  of  the  7th  and  8th  grades  should  be  reviewed. 

Every  possible  impetus  should  be  given  to  outdoor  unorganized  sports, 
hikes,  coasting,  etc. ;  and  interest  in  cross  country  running,  skiing,  skat- 
ing, ice  hockey  and  swimming  should  be  encouraged  by  the  introduction 
of  races  and  carnivals  outside  of  school  hours  and  on  holidays. 

Especially  important  is  swimming.  Where  there  are  swimming  pools 
connected  with  public  school  buildings,  swimming  should  be  made  com- 
pulsory. The  art  of  swimming  from  the  point  of  view  of  life  saving  alone 
is  so  important  that  it  should  be  a  requirement  for  graduation  from  the 
high  school.  Every  graduate  should  be  compelled  to  learn  at  least  two 
strokes  and  be  able  to  swim  at  least  40  yards  consecutively.  No  one 
form  of  exercise  is  better  adapted  to  promote  all  round  development. 
Swimming  tournaments  and  the  systematic  teaching  of  swimming  pro- 
vide the  only  stimulus  necessary  to  encourage  every  boy  to  learn  to 
swim. 


236 

The  purpose  of  this  outline  of  physical  education  is  to  promote  a  re- 
turn to  natural  forms  of  physical  activity,  to  encourage  active  physical 
habits  outdoors  where  possible,  which  tend  to  endure  thru  life. 

The  daily  program  suggested  is  the  following  three  parts  for  the 
Winter  Term: 

1.  Light  setting  up  exercises.     See  outline  for  7th  and  8th  grade  or 

Free  Hand  Exercises  as  in  Manual  of  U.  S.  Army. 

2.  Review  of  Athletic  and  Mimetic  Exercises,  7th  and  8th  Grade  and 

Athletic  Pageant  and  Jubilee.     (References  10  and  23.) 

3.  Group  Competition  as  per  the  following  outline. 

For  the  spring  and  fall  terms,  setting  up  exercises,  Group  Games, 
Group  Competition  and  Major  Games  and  Athletics,  the  directions  for 
the  conduct  of  which  are  to  be  found  in  books  devoted  to  the  subject. 

OUTLINE    OF    WORK   FOR   BOYS 

The  average  age  in  ninth  grade  assumed  to  be  15  years;  the  average 
age  in  tenth  grade,  16  years. 

The  work  outlined  below  is  the  minimum  requirement  to  fill  three  45 
minute  periods  a  week. 

1.  Light  setting  up  exercises.    A  review  of  the  work  for  grades  7  and 

8  or-  work  similar  to  U.  S.  Army  setting  up  exercises.    Exercises 
selected  for  their  corrective  and  hygienic  value. 

2.  Mimetic  Exercises  and  Athletic  Pageantry;  mimetic  work  as  out- 

lined for  7th  and  8th  grades;  for  pageantry  see  References  10 
and  23. 

3.  Group  Games  such  as  Swat  Ball,  Hand  Wrestling,  etc.     Refer- 

ence 1. 

4.  Athletics. 

In  >the  jail,  Outdoor   Soccer,   Cross   Country   Running,  Group 

Competition. 

In  the  winter,  Swimming  and  Ice  Sports,  Group  Competition, 
Basket  Ball,  Indoor  Soccer,  and  Indoor  Baseball,  Relay 
Races. 

In  the  spring,  Baseball,  Track  Athletics,  Tennis.    Reference  25. 
The  setting  up  exercises  should  occupy  three  to  five  minutes  of  the 
daily  program;  mimetic  exercises  or  athletic  pageantry  about  ten  min- 
utes, and  group  games  five  minutes;  total  eighteen  to  twenty  minutes. 
Athletics  should  occupy  25  minutes  of  the  whole  period  of  45  minutes 
and  be  carried  out  as  far  as  is  possible  under  the  form  of  group  compe- 
tition. 

NINTH    GRADE 

Throwing: 

*Battle  Ball   (Reference  3). 

*German  Bat  Ball  (See  Fifth  Grade,  Second  Half  Year). 

*Swat  Ball  (Reference  1). 
Catching: 

•Captain  and  Basket  Ball   (Reference  1). 
Kicking: 

*Line  Foot  Ball   (Reference  1). 
Contest: 

*Catch  and  Pull  Tug  (Reference  3). 


237 

Eider  Ball   (Eeference  1). 
Running: 

*Prisoner's  Base   (See  Seventh  Grade  and  Keference  3). 
Tag: 

Three  Deep   (See  Fourth  Grade). 

Stand  Ball   (See  Fifth  Grade). 
Relay  Races: 

Indian  Club  Eace  (See  Sixth  Grade). 

*Straddle  Ball  Eace. 

*Leap  Frog  Eace  (Eeference  1). 

Note:     "Use  a  minimum  ten  from  the  foregoing  or  choose  other  vigorous  games  of  similar  character 

TENTH    GRADE 

Throwing: 

*Bombardment   (Eeference  3). 

*Progressive  Dodge  Ball    (See  Seventh  Grade). 
Catching: 

*Captain  and  Basket  Ball   (Eeference  3). 

Emperor  Ball  (Eeference  3). 

New  York  Captain  Ball. 
Kicking: 

*Indoor  Soccer   (Eeference  25). 
Tag: 

*Hand  Tag  (Eeference  3). 

Japanese  Tag  (Seventh  Grade). 
Contest  or  Wrestling: 

*Hand  Wrestling  (Eeference  1). 
Running: 

Prisoner's  Base  (See  Seventh  Grade  and  Eeference  3). 
Relay  Races: 

*Over  and  Under  Eelay   (See  Fourth  Grade). 

*  Potato  Shuttle  Eelay  (See  Fifth  Grade). 

Knapsack  Eace    (Eeference  1). 

*Obstacle  Eace   (Eeference  1). 


238 


MAJOR  GAMES  AND  ATHLETICS 

NINTH    GRADE 

I.     Indoor : 

Volley    Ball. 
Basket  Ball. 
Hoop  Ball. 
Group  Competition. 
Relay  Races. 
II.     Outdoor  : 

Fall — Soccer,   Group   Competition,   and   Cross   Country   Runs. 
Winter — Skating,  Ice  Hockey,  etc. 
Spring — Baseball. 

Track  and  Field  Athletics. 
Tennis. 
Swimming  any  time  possible. 

TENTH    GRADE 

I.     Indoor : 

Indoor  Soccer. 
Basket  Ball. 
Indoor  Baseball. 
Group  Competition. 
Relay  Races. 
II.     Outdoor  : 

Fall — Soccer,  Group  Competition  and  Cross  Country  Runs. 
Winter — Skating,  Ice  Hockey,  etc. 
Spring — Baseball. 

Track  and  Field  Athletics. 
Tennis. 
Swimming  any  time  possible. 

NINTH   AND   TENTH    GRADES 

Track  and  Field  Athletics. 

100  yd.  Dash. 

220  yd.  Dash. 

Freshman-Sophomore  Relay — 220  yd. 

100  Ib.  relay,  each  100  yds. 

120  Ib.  relay,  each  220  yds. 

Running  High  Jump. 

8  Ib.  Shot. 

Running  Broad  Jump. 

120  yd.  Hurdles — Low  Hurdles  for  Boys. 


239 


GROUP   COMPETITION 

Group  Competition  is  especially  adapted  to  work  indoors  during  the 
winter  term.  Sample  schedules  for  ten  weeks  is  appended.  These  are 
adapted  to  fill  a  term  of  12  weeks. 

The  method  of  training  employed  is  as  follows: 

OBJECTS 

To  interest  every  man  in  athletics. 
To  enable  every  man  to  score  in  every  event. 

To  enable  each  man  to  score  for  his  team  and  yet  to  compete  against 
his  own  records. 

METHOD    OF   ORGANIZATION 

The  Groups  should  consist  of  ten  to  twelve  members  each,  not  more. 

Captains  should  be  selected  by  the  physical  director  for  their  leader- 
ship. These  captains  should  "choose  up,"  selecting  each  in  turn  the 
best  available  man. 

After  one  or  two  competitions  if  any  one  or  more  of  the  teams  should 
prove  too  strong  to  permit  of  close  contests,  members  of  teams  should  be 
exchanged  by  the  physical  director  to  make  things  even. 

METHOD  OF   CONDUCT  ' 

Time :  20-30  minutes  is  sufficient  for  the  conduct  of  a  group  competi- 
tion consisting  of  three  events.  If  more  time  is  available,  it  may  be  de- 
voted to  the  group  game. 

Place :  The  competition  may  be  out-of-doors  or  in  a  gymnasium. 
Little  apparatus  is  required. 

Events :  Three  events  comprise  each  competition,  a  group  game,  a 
run  or  relay  race  and  a  field  event  or  athletic  gymnastic  event.  The 
field  events  consist  of  those  used  out-of-doors  in  regular  track  meets, 
such  as  the  running  broad  jump,  and  those  used  more  indoors  such  as 
the  standing  broad  jump.  By  athletic-gymnastic  event  is  meant  an 
event  on  gymnastic  apparatus  which  is  athletic  and  competitive  in 
character,  such  as  the  fence  vault  or  horizontal  bar  snap  for  height. 

CONDUCT 

In  order  to  expedite  a  meet,  there  should  be  as  many  pieces  of  appara- 
tus as  there  are  teams.  Should  there  be  three  teams  competing  in  the 
running  high  jump  for  example,  it  is  evident  that  if  there  were  three 
jumping  standards  and  mats  and  three  groups  of  judges  the  events 
would  be  completed  three  times  as  quickly.  From  the  point  of  view  of 
interest,  it  may  be  .well  to  allow  the  highest  one  or  two  men  on  each 
team  who  remain  in  the  competition  toward  the  close,  to  compete 
against  each  other  at  one  piece  of  apparatus. 


240 

The  stick  is  raised  but  five  times  on  height  events,  and  but  three  trials 
jn  all  are  given  to  each  man  on  other  events  such  as  the  shot,  broad 
jump,  etc. 

GROUP    COMPETITIONS 

Scoring  table. 
Feet.  Per  cent. 

I.    Horizontal  Bar  Snap  for  height.  6 . 2          100 

3  ft.  8  in.  to  qualify.     Every  6  in.  counts  20  pts.,  6  ft.       5.8  80 

2  in.  counts  100  pts.  5.2  60 

4.8  40 

Date.  Record.  4.2  20 

3.8  2 

Seconds.  Per  cent. 

1.  25  yd.  dash.     (Counts  by  teams  or  average  individual    3  1-5          100 

per  cent.)     1st  place  100  pts.,  2nd  place  75  pts.,  3d    3  3-5  80 

place    50    pts.,    etc.     5  1-5    to    qualify.     Every    2-5    3  60 

counts  20  pts.,  3  1-5  counts  100  pts.                                    4  2-5  40 

4  4-5  20 

Record.                1st.                2nd.                3rd.             5  1-5  2 

a.  Volley  Ball.     (Counts  by  teams.) 

1st  place  100  pts.,  2nd  place  75  pts.,  3d  place  50  pts.,  etc. 
Total  Score.  Reds.  Blues. 

Feet.  Per  cent. 

II.  Standing  Broad  Jump.  8  100 

5  ft.  6  in.  to  qualify.  6  in.  counts  20  pts.,  8  ft.  counts  7.6  80 

100  pts...  7  60 

6.6  40 

Date.  Record.  1st.  2nd.  3rd.  6  20 

5.6  2 

Seconds.  Per  cent. 

2.  50  yd.  dash.     (Counts  by  teams  or  average  of  individual    6  3-5          100 

per  cent.)     1st  place  100  pts.  2nd  place  75  pts.,  3rd    7  80 

place  50  pts.,  etc.     8  3-5  to  qualify.     Each  2-5  counts    7  2-5  60 

20  ptsl,  6  3-5  counts  100  pts.  7  4-5  40 

8  1-5  20 
Record.                1st.                2nd.                3rd.             83-5 

b.  Indoor  Soccer.     (Counts  by  teams.) 

1st  place  counts  100  pts.  2nd  place  75  pts.,  3rd  place  50  pts.,  etc. 
Record.  1st.  2nd.  3rd. 

Total  Score.  Reds.  Blues. 

Feet.  Per  cent. 

III.  Fence  Vault.     (Counts  by  teams.)  5.3  100 

3  ft.  2  in.  to  qualify.     Every  5  in.  counts  20  pts.,  5  ft.     4. 10  80 

3  in.  equals  100  pts.  4.5  60 

4.0  40 

Date.  Record.  1st.        2nd.        3rd.    .  3.7  20 

3.2  2 


241 

3.  Potato  Race.     (Counts  by  average  of  individual  per  cent.) 

1st  place  100  pts.,  2nd  place  75  pts.,  3rd  place  50  pts.,  etc. 
Record.  1st.  2nd.  3rd. 

c.  Line  Football.     (Counts  by  teams.) 

1st  place  100  pts.,  2nd  place  75  pts.,  3rd  place  50  pts.,  etc. 

1st.  2nd.  3rd. 

Total  Score.  Reds.  Blues. 

Feet.  Per  cent. 

IV.  Standing  high  jump.  4  100 

2  ft.  4  in.  to' qualify.     Each  4  in.  counts  20  pts.,  4  ft.       3.8  80 

counts  100  pts.  3.4  60 

4.  Knapsack  Race.      (Counts  by  teams.)  3  40 

1st  place  100  pts.,  2nd  place  75  pts.,  3d  place  50  pts.,       2.8  20 

etc.  2.4  2 

Record.  1st.  2nd.  3rd. 

d.  Swat  Ball.     (Counts  by  teams.) 

1st  place  100  pts.,  2nd  place  75  pts.;  3rd  place  50  pts.,  etc 

1st.  2nd.  3rd. 

Total  Score.  Reds.  Blues. 

Seconds.  Per  cent. 

V.  Rope  climb  with  knees  and  feet,     (20  ft.  rope)  12  100 

17  to  qualify.     20  pts.  for  each  second.                                   13  80 

12  seconds  counts  100  pts.                                                         14  60 

15  40 

Date.             Record.             1st.         2nd.         3rd.                 16  20 

5.  50  yd.  dash.     Relay  Race.     (Counts  by  teams.)                        17  2 

1st  place  100  pts.,  2nd  place  75  pts.,  3rd  place  50  pts.,  etc, 
Record.  1st.  2nd.  3rd. 

e.  Battle  Ball.     (Counts  by  teams.) 

1st  place  100  pts.,  2nd  place  75  pts.,  3rd  place  50  pts.,  etc. 

1st.  2nd.   -  3rd. 

Total  Score.  Reds.  Blues. 

Per  cent. 

VI.  Pull  Up,  9          100 

4  pulls  to  qualify.  Each  pull  up  counts  20  pts.,  9  counts  8  80 

100  pts.  7  60 

6  40 

Date.  Record.  1st.  2nd.  3rd.  5  20 

4  2 

Seconds.  Per  cent. 

6.  Eight  Potato  Race.     (Counts  by  teams  or  average  per        39  100 

cent  of  individual.)  1st  place  100  pts.,  2nd  place  75  41  80 

pts.,  3rd  place  50  pts.,  etc.  49  sec.  to  qualify.  Each  43  60 

2  sec.  counts  20  pts.,  39  counts  100  pts.  45  40 

47  20 

Record.                 1st.                2nd.                3rd.                  49  2 

31 


242 

f.  Indoor  Baseball  or  Hoop  Ball.     (Counts  by  teams.) 

1st  place  100  pts.,  2nd  place  75  pts.,  3rd  place  50  pts.,  etc. 

1st.  2nd.  3rd. 

Total  Score.  Reds.  Blues. 

Feet.  Per  cent. 

VII.  High  Dive.  5  100 

3  ft.  4  in.  to  qualify.     Each  4  in.  counts  20  pts.,  5  ft.      4.8  80 

counts  100  pts.  4.4  60 

7.  Obstacle  Race.     (Counts  by  teams.)  4.0  40 

1st  place  100  pts.,  2nd  place  75  pts.,  3rd  place  50  pts.,       3.8  20 

etc.  3.4  2 

Record.  1st.  2nd.  3rd, 

g.  Basket  Ball.     (Counts  by  teams.) 

1st  place  100  pts.,  2nd  place  75  pts.,  3rd  place  50  pts.,  etc. 

1st.  2nd.  3rd. 

Total  Score.  Reds.  Blues. 

Feet.  Per  cent. 

VIII.  8  Ib.  shot.     (Covered  for  indoor  work.)  35  100 
10  ft.  to  qualify.     Each  5  ft.  counts  20  pts.,  35  ft.           30  80 

counts  100  pts.                                                                      25  60 

20  40 

Date.             Record.             1st.         2nd.         3rd.                 15  20 

10  2 

8.  60  yd.  Relay  Race.     (Counts  by  teams.) 

1st  place  100  pts.,  2nd  place  75  pts.,  3rd  place  50  pts.,  etc. 
Record.  1st.  2nd.  3rd. 

h.    German  Bat  Ball.     (Counts  by  teams.) 

1  it  place  100  pts.,  2nd  place  75  pts.  3rd  place  50  pts.,retc. 

1st.  2nd.  3rd. 

Total  Score.  Reds.  Blues. 

Feet.  Per  cent. 

IX.  Running  Broad  Jump.  17  100 

7  ft.  to  qualify.     Each  2  ft.   counts  20  pts.,   17  ft.         15  80 

counts  100  pts.  13  60 

11  40 
Date.            Record.            1st.        2nd.        3rd.                  9  20 

7  2 

9.  75  yd.  Relay  Race.     (Counts  by  teams.) 

1st  place  100  pts.,  2nd  place  75  pts.,  3rd  place  50  pts.,  etc. 
Record.  1st.  2nd.  3rd. 

i.     Bombardment  or  Minton.     (Counts  by  teams.) 

1st  place  100  pts.,  2nd  place  75  pts.,  3rd  place  50  pts.,  etc. 

1st,  2nd.  3rd. 

Total  Score.  Reds.  Blues. 


243 

Feet.  Per  cent. 

X.  Running  High  Jump.                                                                   4.9  100 

3  ft.  1  in.  to  qualify.     Each  4  in.  counts  20  pts.,  4  ft.      4.5  80 

9  in.  100  pts.                                                                       4.1  60 

3.9  40 

Date.            Record.            1st.        2nd.        3rd.              3.5  20 

3.1  2 

10.  100  yd.  Relay.     (Counts  by  teams.) 

1st  place  100  pts.,  2nd  place  75  pts.,  3rd  place  50  pts.,  etc. 
Record.  1st.  2nd.  3rd. 

j.     Indoor  Base  Ball.     (Counts  by  teams.) 

1st  place  100  pts.,  2nd  place  75  pts.,  3rd  place  50  pts.,  etc. 

1st.  2nd.  3rd. 

Total  Score.  Reds.  Blues. 

STANDARDS — BOY  SCOUTS. 

Weights.                          90.           110.  125.  140.  Over  140 

Running  Broad 12  13  14  15  16 

Running  High 3.11  4.1  4.4        4.7  4.10 

Standing  Broad 6.6  7  7.6        8  8.6 

Standing  High 3.2  3.4  3.6       3.8  3.10 

Pull  Up 5  7  9  11  13 

20yd.  Swim 20  18  16  14  12 

40yd.  Swim 40  39  38  37  36 

50yd.  Dash 74-5  72-5  7            63-5  61-5 

8  Potato 45  43  41  39  37 

8  Ib.  Shot 25  30  35  40 

Pushup  from  floor 11  13  15  17 

Rope  Climb— 20  ft 14  12  10  (8 

100yd.  Dash 13  12  3-5  121-5 

Y.  M.  C.  A.  ATHLETIC  STANDARDS — BOYS. 

Horizontal  Bar 4.6  5  5.6  6  6.6 

Fence  Vault 4  4.5  4.10  5.3  5.8 

High  Dive 4  4.4  4.8  5  5.4 

100  yd  Dash 131-5  132-5  12  123-5  121-5 

75yd.  Dash 101-5  94-5  92-5  9  83-5 

60yd.  Dash 9  83-5  81-5  74-5  72-5 

25  yd.  Dash 41-5  4  34-5  33-5  a  2-5 

Plans  should  be  made  to  encourage  boys  of  the  various  weights  to 
attain  the  standards  given  above.  Prizes,  buttons  or  other  small 
trophies  may  be  given  those  reaching  the  standard,  tests  being  con- 
ducted by  the  instructor  to  determine  the  successful  ones.  (See  refer- 
ence 25g  and  25h. 
32 


244 


ADDITIONAL  SUGGESTIONS 

I.      PHYSICAL    CONDITION 

In  view  of  the  fact  that  most  of  the  serious  injuries  in  athletic  sports 
result  from  lack  of  careful  supervision  and  regulation  of  the  conditions 
of  competition,  it  is  recommended  that  no  boy  be  allowed  to  compete  on 
an  interscholastic  or  class  team, — 

1st.  Without  the  care  of  a  physical  director  recognized  by  the  school 
board. 

2nd.  Without  the  provision  of  well  trained  officials  who  are  ap- 
proved by  this  physical  director. 

3rd.  Without  insisting  upon  conditions  as  to  weight  classes,  ama- 
teur and  school  standing,  and  gentlemanly  conduct  which  shall  be  satis- 
factory to  the  physical  director  in  charge  and  calculated  to  promote 
clean  sport  and  the  spirit  of  honest  square  dealing  on  the  part  of  boys 
and  young  men — only  thus  will  they  have  a  real  ethical  value. 

4th.  Without  bringing  to  the  physical  director  a  physicians'  certifi- 
cate of  fitness  to  play  in  the  given  game. 

PHYSICAL    EXAMINATION 

The  physical  examination  should  consist  of  three  parts: 

1.     Medical  diagnosis  by  a  competent  physician. 

2".  Sensory  tests  and  special  psycho-physical  and  physiological  tests 
by  physician  or  physical  director  as  may  be  practicable,  and 

3.  Measurements  and  inspection  for  the  detection  of  postural  and 
other  deformities  by  the  physical  director. 

The  whole  physical  examination  can  be  given  in  from  twenty  to  thirty 
minutes  in  a  well  regulated  examining  room.  The  medical  diagnosis 
includes  ordinarily  examination  of  heart,  lungs  and  skin  and  the  detec- 
tion of  such  boys  as  should  be  excused  from  exercise  or  require  medi- 
cal attention. 

The  sensory  tests  should  include  such  simple  tests  of  sight  and  hear- 
ing as  will  enable  the  director  to  send  to  competent  oculists  and 
aurists  children  who  have  defects  requiring  expert  attention.  A  suffi- 
ciently careful  nose  and  throat  examination  should  be  made  as  will 
assure  the  elimination  of  cases  of  children  with  adenoids  and  enlarged 
tonsils. 

We  recommend  especially  where  it  is  practicable  the  taking  of  pulse 
lying  and  standing  before  and  after  exercise,  and  blood  pressure,  as 
these  tests  have  a  very  practical  bearing  upon  athletic  efficiency  and 
physical  condition,  also  the  taking  of  whatever  tests  of  endurance  and 
physical  efficiency  as  have  been  found  practicable. 

The  measurements  taken  should  be  height,  weight,  lung  capacity, 
strength  of  right  and  left  forearm  and  all  the  measurements  of  the  size 
and  flexibility  of  the  thorax,  often  called  respiratory  measurements, 
length  of  trunk  (sitting  height),  breadth  of  chest  contracted  and  ex- 


245 

paneled,  depth  of  chest  contracted  and  expanded,  girth  of  lower  chest 
contracted  and  expanded. 

These  measurements  take  about  five  minutes'  time  and  afford  oppor- 
tunity for  the  physical  director  at  the  same  time  to  look  over  the  man 
carefully  from  head  to  foot  for  a  symmetry  and  postural  deformity. 

The  three  departments  of  physical  examination  are  stated  in  the  order 
of  their  importance.  From  the  point  of  view  of  the  child,  none  of  these 
should  be  neglected.  From  the  point  of  view  of  the  physical  director 
the  inspection,  measurements  and  sensory  tests  which  he  does  himself 
are  most  important  as  giving  him  a  personal  and  intimate  knowledge 
of  the  individual. 

The  medical  diagnosis  gives  the  immediate  condition  of  the  indi- 
vidual as  to  infection  with  disease  acute  or  chronic,  and  the  physiologi- 
cal condition  of  heart,  lungs  and  other  vital  organs.  The  measurements 
present  the  effect  upon  permanent  growth  and  development  of  the  tem- 
porary conditions,  revealed  by  the  medical  diagnosis. 

Measurements  are  therefore  principally  valuable  for  the  growing 
period  of  life. 


BIBLIOGRAPHY 

1.  Angell,  Emmett  D.:  Play. 

2.  Bolin,  Jacob:    Fifty  Swedish  Song-Plays. 

3.  Bancroft,  Jessie  H:    Games  for  the  Playground,  Home  and  Gym- 

nasium. 

4.  Bowen,  W.  P.:    a.     The  Teaching  of  Play. 

b.     The  Teaching  of  School   Gymnastics. 

5.  Boston  Normal  School  of  Gymnastics:    150  Gymnastic  Games. 

6.  Bremner,  Kate:    A  Book  of  Song-Games. 

7.  Burchenal,  Elizabeth:    Dances  for  the  People: 

8.  Burchenal,  Elizabeth:    Folk  Dances  and  Singing  Games. 

9.  Gary,  C.  P.:    Plays  and  Games  for  Schools. 

10.  Gaskey,  G.  M.:    Athletic  Pageant  and  Jubilee. 

11.  Crampton,  G.  Ward:    The  Folk  Dance  Book. 

12.  Davison:     Gymnastic  Dancing. 

13.  Gilbert,  M.  B.:    American  School  Dances. 

14.  Grey,  Maria:    200  Games. 

15.  Hastings,  W.  W.:    Manual  for  Physical  Measurements. 

16.  Johnson,  Geo.  E.:    Education  by  Plays  an«d  Games. 

17.  Kastman  and  Koehler:    Swedish  Song-Games. 

18.  Koehler,  H.  J.:    Manual  of  Gymnastic  Exercises. 

19.  Newton,  Marion  B.:     Graded  Games  and  Rhythmic  Exercises. 

20.  Parsons,  Belle  R.:     Plays  and  Games. 

21.  Perrin,  Ethel:    Physical  Training  Course,  Detroit  Schools. 

22.  Rockwell,  Ethel:     Physical  Training  Course,  Kalamazoo  Schools. 

23.  Sharp  and  Magilwain:    The  Morris  Book. 

24.  Stoneroad,  Rebecca:    Gymnastic  Stories. 


246 


25.  Spalding's  Athletic  Library. 

a.  Tennis  Guide. 

b.  Volley  Ball  Guide. 

c.  Tactics  and  Maze  Running. 

d.  Basket  Ball  Guide. 

e.  Hockey  Guide. 

f.  Newcomb  Guide. 

g.  Y.  M.  C.  A.  Athletic  League  Handbook. 

h.     Public  Schools  Athletic  League  Handbook. 

26.  Schatz:    Club  Swinging. 


INDEX. 


INDEX 


Ace   of  Diamonds    

Advancing   Statues    

Aeroplane    

All  the  Birds  have  Come  Again .... 

All   Up    

Alternate  knee  bending    

Alternate  toe  raising    

Arm  circling    

Arch   Goal  Ball 

At  the  Beach    -. 

Automobiles    (game)     

Automobile    (story   play)    

Autumn  in  the  Woods    


Battle  Ball    

Bag   Pile    

Balance  Beam  Walk    

Ball    Drill    

Baseball     , 

Baseball   Game    

Basket    Ball    

Basket   Ball   Distance   Throw 

Basket  Ball  Pursuit  Race 

Bean    Bag    Relay    

Bean  Bag  Sidewise   

Bean   Bag  Target    , 

;  Bean    Porridge 

Beater  Goes   Round,   The    

Bend  head  backward   

Bend   knees    

Bend  knees  upward   

Bend   trunk  forward    

Bend  trunk   to   right    

Best    Sitting    Position 

Best    Standing  Position    

Birds    

Birds   Learning  to   Fly    

Birthday  Party,  A   

Black    and    White    

Blackboard  Relay   (1)    

Blackboard   Relay    (2)    

Blacksmith     

Black    Tom    

Blue    Berrying    

Bluff  King  Hal   

Bombardment     

Bowling    

Briar    Rosebud     

Broom  for  a  Partner,  A 

Brownies  and  Fairies    

Brownies'    Party     

Build   a  Fire   in   Stove 

Building   a   House    

Building   an    Eskimo   Home 

Building    Bonfire    

Buy  a  Broom    

Bye-Lo  Song    


Captain    Ball     

Captain   and    Basket    Ball 

Carpenter,    The    

Carrousel    

Cat  and  Rat   . 


Page. 

131 
51 
55 
47 
92 
85 
84 
87 

132 
30 
92 
29 
57 

236 

103 

152 

38- 

179 

67 

238 

207 

141 

103 

78 

122 

101 

113 

82 

85 

117 

86 

107 

11,17 

16,20 

39 

31 

28 

177 

102 

115 

42 

142 

69 

157 

151 

169 

63 

90 

65 

58 

30 

68 

44 

27 

73 

62 

208 

236 

31 

74 

93 


Catch  and   Pull  Tag    

Center    Base    

Change    Step    

Changing    Seats    

Chariot   Race    

Chest    Firm     

Children's   Polka    

Chimes  of  Dunkirk    

Christmas   Toys    

Circle    Ball    (1)     

Circle  Ball    (2)     

Circus 

Clean   House    

Close   and   open  feet    

Coal   Mine    ,. 

Coasting     

Come,   Let   Us  be   Joyful    

Coming  Through   the    Rye 

Coming   to   This    Country    (Pilgrims 

Corner  Ball   

Corner   Spry    

Countries     

Court    Minuet    

Cowboys     

Cross   Tag    

Crossing  the  Brook    

Csardas    

Curtain    Ball    

Cut   Hop   Step    

Cut   Step    

Cutting   the   Grass    


Dainty    Step    

Dancing   Topsy    

Danish    Greeting    

Deep    Knee   Bending    

Did  You  Ever  See  a  Lassie. 

Dodge    Ball    

Do  This,  Do  That    

Double   Pass    

Double   Quick   March    

Drop   the   Handkerchief    . . . 

Duck  on  the   Rock    

Ducks   Fly    


Elite    Schottische    

Emperor    Ball    

End  Ball    

Engineer     

English    Harvesters    

Eraser  Relay   

Every  Man  in   His  Own  Den 
Erchange   Tag    


Farmer   and   the   House    Wife 

Farmer  in  the  Dell,   The 

Farmer's   Garden    

Farmers   Getting   Ready   for  Market 

Feet   to   Music    

Fetch  and  Carry  

Field  Athletics  

Finnish  Reel  


Page. 

236 
93 

129 
79 
78 
82 

157 
48 
43 
39 

158 
42 
66 
85 
28 
54 

130 

138 

66 
200 
123 

56 
219 

69 
141 

50 
157 
141 
174 
162 

56 

177 
150 

35 
173 

48 
151 

65 

64 
126 

50 
131 
122 

211 
237 
178 

44 
119 

77 
207 
104 

63 

35 

68 

56 

33 

121 

238 

140 


250 


Firemen    

First   of   May,    The    

Fisherman     

Fishing    

Flag   Race    

Fling   arms    

Flowers  and  the  Wind,  The. 

Follow  the  Leader    

Fox  and  Chickens    

Fox  and  Squirrel    

French    Reel    


George  Washington's   Cherry  Tree, 

German   Bat  Ball    

Going  for  Christmas  Tree 

Going  Walking    

_jGood    Morning    

Grasp    Sitting     

Group  Racing   

Gustaf's    Skoal    . 


Half  Face    

Halt    

Hands  in  position  for  running. 

Hand   Wrestling   

Hang  Tag    

Harvesting    Corn    

Harvest   Festival    

Have  You  Seen  My  Sheep 

Head    Firm    

Heel  and  toe  raising   

Heels  out  and  in   

Hickory,   Dickory,    Dock    

ighland    Fling    

Highland  Schottische    .  -  --^.^ - 

Hiii,   Dili    . . .  rrr. . .  rrrrr.77. 

Hips   Firm    

Hoop   Ball    

Hoop    Drill    

Hopping  Relay    / 

How   Do  You   Do    

Huntsman    

Hurly  Burly  Bean  Bag 


Ice   Hockey    

Ice    Play    

Indian  Club  Lessons 
Indian  Club  Race  .  .  , 
Indian  War  Dance 

Indians    

Indoor    Soccer    

Irish  Washerwoman 

Ironing    

I    Saw    

I    Say  "Stoop"    


Jack   be   Quick    

Jack    Frost    

Jack    O'Lantern    

Jack    Tar     , 

Japanese  Girls    , 

Japanese  Tag    

Jump  and   fling  arms 

Jump  and  turn 

Jump   feet   apart    . . . 

Jumping    

Jump   over   seats    . .  . 


Keep   Ball    

Keeping   Store    . .  . 
King's    Land,   The, 

— -AKlappdans    

Knapsack  Race   . . 
Kneeling    


Lads  and  Lassies 
Last  Couple   Out 

Last    Man    

Left    Face    

Leap  Frog  Race 
Lightly   Row 
Lincoln's    Home 


Page. 
28 

Line   Football    

77 

Little   Bo-Peep    

168 

Little    Dove    

40 

Little  Jack  Horner        .    .  . 

78 

Little  Sister  Come  With  Me 

86 

London   Bridge 

77 

London    Loo 

77 

Long   Ball 

52 

Lunging 

51 
'     99 

Mail    Man    

Making    Cider     

27 

Making  Garden   

142 

Making   Hay    

29 

Making   Ice   Cream 

59 

Making  Maple    Sugar   I 

5J. 

Making  Maple  Sugar  II    

82 

March   Backward 

6'4 

Marching    to    Jerusalem  

120 

Mark  Time   

Marusaki     

17,  127 

Mason    The    

107 

Ma's  Little  Pigs    

88 

May   Queen  >.            .        .        .        ... 

237 

Maze   Tag 

134 

Meet  at  the  Switch 

70 

Merry-go-round     (game) 

167 

Merry-^o-round    -(rhvthm) 

113 

Motor   Boating    

84 

Motor  Cycle    

82,  84 

Moving     .  .'  

94 

Muffin   Man     The        

46 
206 

Newcomb                  

~~  —  ntr 

Newsboy 

151 

Nicodicomodij 

83 

Night    Before    Christmas    

242 

Nine   Pins 

225 

Nixie  Polka    

102 

Norwegian   Mountain    March  

150 

Nutting     

52 
114 

Object    Passing         

Obstacle  Race                            

238 

Off  for  a  Ride                                      .  .  • 

57 

223 

Ostend     The 

133 

Our   Little  Girls    

130 

Over  and  Under  Relay   

68 

Overhead   Relay    

237 

Overtake                     .        

221 
43 

Partner  Ta0" 

37 

Pass  and  Toss  Relay 

50 

Picking    Spring    Flowers     

Pilgrims    (1) 

78 

Pilgrims    (2)    

42 

Pilgrims   (3)    

55 

60 

Place  right  foot  forward  

212 

Play  in  the   Snow    A    

169 

Playground     The        

98 

Plowing  and  Planting   Field  

126 

Point   Step  March            

88 

Policeman  at   Street  Crossing   

187 

Pom  Pom  Pull  Away                        .  . 

119 

kxl*op  Goes  the  Weasel 

Posture   Tag 

158 

45 

63 

Potato   Shuttle   Relay 

111 

Prison  Base    

237 

Prisoner's    Base    

173 

Progressive    Dodge   Ball    

Puss  in    the   Corner    

49 

Putting  in   Coal        

200 

78 

Racing               ...           

81 

Racing   and   Counting   Scores    

237 

Raise  arms  sidewise          

32 

Reap   the  Flax                 .        

66 

Redowa 

Page. 

236 

73 

36 

34 

62 

60 

158 

134 

146 

103 

55 

31 

57 

41 

70 

70 

108 

63 

107 

47 

58 

72 

30 

102 

114 

159 

90 

68 

69 

54 

76 

133 

57 

206 

103 

93 

100 

120 

54 

92 
237 

35 

67 
167 

99 
123 
114 
113 

114 

94 

42 

66 

66 

67 

67 

83 

27 

29 

70 

45 

69 

151 

71 

152 

115 

142 

237 

178 

237 

168 

39 

41 

39 
93 
84 
176 
61 


251 


Repairing    Streets    

Ride  a  Cock  Horse   

Rider    Ball     

Right   Face    81, 126 

Ritsch,    Ratsch    

Rochester   Schottische   

Roll    Ball     

Run  for  Your  Supper    

Run    in   place    

Russian   Polonaise    


Sailor,   The    . 

Sailor    Boy     

Sailor's    Hornpipe    

Santa   Clans'    Visit    

School    Ball    

Schoolroom    Basket    Ball    

Schoolroom    Tag    , 

See  Saw   

Serpentine  Maze,  The    

Seven    Jumps    

Sheep    Shearing    

Shifty    Shadow    

Shoemaker     

Shoemaker,  The   (rhythm)    

Shoulders    Firm    

Side  bending  and  stretching 

Sleeping    Princess,    A    

Snatch   a   Club    

Snow    Fort     

Snow    Man     

Snow    Play    

Soldier    Boy    

Soldiers     

Spielman     : 

Squat    Tag     

Squirrel  and  Nut   

Squirrels   in  Trees    

Stand    Ball    

Statute    Tag    

Stealing  Sticks   

Stepping  forward   

Straddle    Ball    Race    

Strasak    

Stretch  arms  . 

Stretch  arms  backward  

Swat  Ball  


rage. 
56 

Swedish  Klappdans    .    . 

46 

Swedish    Quadrille     .    . 

237 

Swimming    

SI  126 

Swiss  May   Revel    

110 
59 

Tag  the   Wall   Relay    

92 

Tailors,    The    

38 

Tantoli     

82 

Tarantella     

390 

Teacher  and  Class  

Telegram 

55 

Tennis     

100 

Ten   Trips 

195 
30 

Thanksgiving   Pies    
Third    Man 

51 

Three   Deep 

142 

Three   Men's    Reel    

64 

Three  steps  forward 

3° 

Time    Ball 

65 

Toss    Ball 

91 

Touch  and  Stretch  Cut  Step 

31' 

Touch   Step 

33 

Track   Athletics    

70 

Trees  in  a  Storm   

49 

Trip  to  an  Orchard 

83 

Twelve  O'clock  at  Night  

164 

Twirlin0" 

47 

Twist  Head 

122 
57 

Unique     The 

43 

58 

Valentine's  Day 

76 

Vaultin^    Seats 

41 

Vinevard  Frolic   

90 

Virginia    Reel 

51,  52 

Volley    Ball    

37 
38 

Wand  Kxercise 

121 

Wand   Race 

123 

Washing     

200 

Washin0'  the  Clothes 

16 
237 

Wee  Bologna  Man,  The   
West    Point    Breathintr 

130 

Whirlin01  Pop   Corn 

161 

Wind   in   March 

1°6 

Winter   Son*" 

^36 

Woodman    The 

Page. 

Ill 

14i> 

44 

112 

65 

36 
111 
196 

65 
132 
288 
122 

20 
141 
123 
120 

98 

93 
113 
204 

89 

238 

30,  45 

44 

37 
102 

84 

213 

40 
132 
139 
166 
169 

215 
200 
40 
72 
64 
85 
91 
45 
7° 
58 


I  •  \  i  v  i.-.  i  .- 


THIS  BOOK  IS  DUE  ON  THE  LAST  DATE 
STAMPED  BELOW 

AN  INITIAL  FINE  OF  25  CENTS 

WILL  BE  ASSESSED   FOR   FAILURE  TO   RETURN 
THIS   BOOK  ON   THE   DATE  DUE.   THE  PENALTY 
WILL  INCREASE  TO  SO  CENTS  ON  THE  FOUR- 
DAY    AND    TO    $1.00    ON    THE    SEVENTH     DAY 
OVERDUE. 


JAN  27  1944 


LD  21-1  Om-5,'43  (6061s) 


Gaylord  Eros. 

Makers 

Syracuse,  N.  Y. 
PAT.  JAN.  21, 1908 


YC  27466 


304805 


UNIVERSITY  OF  CALIFORNIA  LIBRARY 


